According to Reid Lyon and James Wendorf, ninety-five percent of the children that are struggling with reading are instructional casualties. That means THERE IS NOTHING WRONG WITH THE CHILD, THE ISSUE IS HOW THEY ARE BEING TAUGHT.
"It’s a consequence of an unnatural, overwhelming ambiguity forced upon the child while nobody is giving them a stairway through it before they shame-out to the process. The shame itself then impedes their cognitive ability to process it, as well as diminishes their self-esteem in general with all of its transferred effects.
So we have this massive problem that when we cut it down has to do with the social-educational paradigm-inertia."
http://www.childrenofthecode.org/interviews/moats.htm
Seven steps to magical memory by Willy WoodWilly Wood
Seven steps to magical memory by Willy Wood
Does this sound familiar? You start a new unit of instruction with your students, and you do a brilliant job (mostly) of presenting the information, the students seem (mostly) engaged, and they seem to (mostly) “get it” while you are presenting. Then, a couple of days later, you take a few minutes to review and check on their retention of the previous instruction, and you find that they remember almost nothing that you covered just a few days ago! Of course it does. Anyone who has ever taught has experienced this problem.
According to Reid Lyon and James Wendorf, ninety-five percent of the children that are struggling with reading are instructional casualties. That means THERE IS NOTHING WRONG WITH THE CHILD, THE ISSUE IS HOW THEY ARE BEING TAUGHT.
"It’s a consequence of an unnatural, overwhelming ambiguity forced upon the child while nobody is giving them a stairway through it before they shame-out to the process. The shame itself then impedes their cognitive ability to process it, as well as diminishes their self-esteem in general with all of its transferred effects.
So we have this massive problem that when we cut it down has to do with the social-educational paradigm-inertia."
http://www.childrenofthecode.org/interviews/moats.htm
Seven steps to magical memory by Willy WoodWilly Wood
Seven steps to magical memory by Willy Wood
Does this sound familiar? You start a new unit of instruction with your students, and you do a brilliant job (mostly) of presenting the information, the students seem (mostly) engaged, and they seem to (mostly) “get it” while you are presenting. Then, a couple of days later, you take a few minutes to review and check on their retention of the previous instruction, and you find that they remember almost nothing that you covered just a few days ago! Of course it does. Anyone who has ever taught has experienced this problem.
this help you to improve your knowledge in mathematics. you download this and edit and use for your presentation. if this is useful for you then you share this to friends
Learning a language is both a need and fashion of the time. It could be tedious as well as interesting depending on the learner, teacher and the pedagogy involved. Word puzzles and language games have become popular among the students and even adults. There are innumerable types of word puzzles and language games that give fun and learning with the side effect of logical thinking applied to language, decoding techniques and maintaining patience. English language being the most used language in the world and also second language for the most population of the world has a unique set of vocabulary and grammatical rules. These words and spelling rules as well as grammatical structure has made English more popular as it has done away with simplicity. Many words and pronunciation in English have not set rules or logical order and so does English grammar and hence understanding and dealing with problems of vocabulary and grammar puzzles are excellent tools and very amusing as well. The article deals with how puzzles and games can contribute in learning and how English teachers and students can use puzzles and games and an effective tool of learning.
Daily 15 minutes of Speedy SSP in a small group or on a 1:1 will dramatically change your literacy levels. Can be used with struggling readers.
www.facebook.com/readaustralia
www.youtube.com/soundpics
www.readingteachertraining.com
The Reading Whisperer gives an insight into the Speech Sound Pics Approach, and why the skills of 'visualisation' is being included within all levels, as a taught skill.
Learning new things is a sign of development. It can be study, skills or any habit. There are many reasons that can make child learning fast and easily. Many scientists have discovered different learning theories and taxonomies. There are many reasons that can make learning fast and easily. I will discuss them one by one.
Bridge The Gap- Publication of Helikx School Social Work and Research Departm...alen kalayil
Helikx School Social Work and Research Department Publication which talks on Learning Disability, School Social Work,Executive Skills in Children, Brain Gym, ADHD etc
this help you to improve your knowledge in mathematics. you download this and edit and use for your presentation. if this is useful for you then you share this to friends
Learning a language is both a need and fashion of the time. It could be tedious as well as interesting depending on the learner, teacher and the pedagogy involved. Word puzzles and language games have become popular among the students and even adults. There are innumerable types of word puzzles and language games that give fun and learning with the side effect of logical thinking applied to language, decoding techniques and maintaining patience. English language being the most used language in the world and also second language for the most population of the world has a unique set of vocabulary and grammatical rules. These words and spelling rules as well as grammatical structure has made English more popular as it has done away with simplicity. Many words and pronunciation in English have not set rules or logical order and so does English grammar and hence understanding and dealing with problems of vocabulary and grammar puzzles are excellent tools and very amusing as well. The article deals with how puzzles and games can contribute in learning and how English teachers and students can use puzzles and games and an effective tool of learning.
Daily 15 minutes of Speedy SSP in a small group or on a 1:1 will dramatically change your literacy levels. Can be used with struggling readers.
www.facebook.com/readaustralia
www.youtube.com/soundpics
www.readingteachertraining.com
The Reading Whisperer gives an insight into the Speech Sound Pics Approach, and why the skills of 'visualisation' is being included within all levels, as a taught skill.
Learning new things is a sign of development. It can be study, skills or any habit. There are many reasons that can make child learning fast and easily. Many scientists have discovered different learning theories and taxonomies. There are many reasons that can make learning fast and easily. I will discuss them one by one.
Bridge The Gap- Publication of Helikx School Social Work and Research Departm...alen kalayil
Helikx School Social Work and Research Department Publication which talks on Learning Disability, School Social Work,Executive Skills in Children, Brain Gym, ADHD etc
Another free resources from the Reading Whisperer for Kindys, schools and of course parents.
Children who struggle with reading and spelling predominantly do so because of poor phonemic awareness. This presentation shows how 5-7 minutes of daily PA training can wire the brain for reading and spelling
www.facebook.com/readaustralia
The Reading Whisperer shares some ideas for primary school teachers and learning support staff regarding older students who are struggling with reading and spelling.
The College & Career Readiness & College Completion Act was signed by the Governor of Maryland in 2013. Hopefully, in a few years’ time college instructors will find that the students entering their classes are better prepared. But what do we do in the meantime? The ability to embed student success skills into the course curriculum is essential so that students can develop techniques that will improve their chances of success throughout their college career.
The following topics were shared during the presentation: concept mapping, critical thinking, tips for proper reading of a textbook, time management, notetaking tips, how to condense information covered in class, and how to research and write a paper.
The challenge of teaching student success skills during the semester is that of completing all required course information at the same time. Participants were asked to discuss potential methods of creating time within their courses so that student success techniques could be taught.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
Changes to the Australian Curriculum, including specific reference to decodable readers.
Free decodable, scaffolded readers - www.SSPReaders.com
Meeting and exceeding the new expectations
www.ReadAustralia.com
Immunisation Against Illiteracy Pack- All reading for pleasure before Year 2.
This shows what is included in the new teacher class pack for P- 2, and the tutor pack.
Working out pricing.
25 Posters
1 set clouds
5 keyrings
5 table top posters
400+ coded sight words booklet (7 duck levels)
1 green, 1 purple book
Handbook (pdf)
Training DVD
6 month access to members area.
Tutor pack- as above, 5 posters, 1 keyring and 1 table top cloud poster.
Video showing the phonics elements here https://www.youtube.com/watch?v=cWNw2BvijCk
Speech Sound Pics (SSP) Overview for Schools Doc - Teaching Reading, Writing and Spelling in Mainstream Schools.
Contact us for pdf.
info@wiringbrainscom
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
Wiring Brains for reading and spelling using the Speech Sound Pics (SSP) Approach. A sneak preview of the SSP Parent and Teacher Handbook.
http://www.WiringBrains.com
Spelling Code in a Box !
SSP spelling cloud keyring. Every spelling choice for every speech sound in the English language!
https://www.youtube.com/watch?v=FW3uU27oGxk
Learning to Read using a Skills Acquisition Process - The Speech Sound Pics Approach (SSP)
Increasing white matter, wiring ALL brains for reading and spelling.
www.wiringbrains.com
What is SSP https://www.youtube.com/watch?v=CvwlEVoQuis
Case Study - Learning to Read Using SSP
https://www.youtube.com/watch?v=YKnWknpY_3Y
Code Mapped Songs - The Speech Sound Pics (SSP) Approach.
Let It Go (Frozen)
Let It Go (Frozen) - Song, Code Mapped, Coming very soon !! youtube.com/soundpics
If the kids know the words (my next door neighbour's 3 year old knows them very well) then USE this to help their brains link the speech sounds to sound pics. They can 'hear' the words in order along with the music, in their minds, so get mapping ! Play Speech Sound Pic Detective. Follow the words along with the music, and stop at one. Ask what the next word is, and then use Duck Hands, Lines and Numbers, and map the lines with the sound pics. They are already coded so doesn't matter what code level they are at, they will figure it out.
Kids LOVE doing this.
Miss Emma
www.wiringbrains.com
What is the Speech Sound Pics (SSP) Approach to Wiring Brains for Reading, Writing and Spelling?
Join us as we shift the way we teach and learn literacy, based on the power of neuroplasticity.
Playful, child centred, inquiry learning that gets the best academic outcomes. A win, win for all.
Developed by Miss Emma, The Reading Whisperer, and incorporating a range of fabulous external resources.
Miss Emma
BEd Hons. MA Special Educational Needs (Dyslexia, Behaviour Management, PSED)
www.wiringbrains.com
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SSP and Working Memory - Wiring Brains for Reading and Spelling!
1. SSP and Working Memory.
Speeding up thinking speed, improving reaction times and memory.
You can think of working memory as the active part of your memory system. It's like mental juggling,
says H. Lee Swanson, PhD, distinguished professor of education with the Graduate School of
Education at the University ofCalifornia, Riverside. “As information comes in, you're processing it at
the same time as you store it,” he says.
A child uses this skill when listening to a story, for example. She needs to remember the sequence of
events and also think of what the story is about. Our questions, as the end of SSP readers, also help
to develop this working memory as children have to recall facts, interpret them etc, and go back to
find out where certain things happened. They become used to this type of questioning, and their
brains start to read the text, and predict what might be asked later, thus retaining and interpreting
info as they read it.
This is also why we include 'close your eyes and visualise' activities, during reading and also as a
random activity. They visualise a scene, but also symbols. This is what they are doing when taking
pictures of speech sounds, using the Speech Sound Camera. They listen, say the sound, close the
eyes and take a picture of that speech sound. What might it look like? Initially they might only see
one (the one taught explicitly) but as they move through, they will close their eyes and visualise
several- and usually link these with the word. So 's' - sugar 'sh' - shop 'ch' machine etc.
Brief by design, working memory involves a short-term use of memory and attention, adds Matthew
Cruger, PhD, neuropsychologist with the Learning and Diagnostics Center at the Child Mind Institute
in New York City. “It is a set of skills that helps us keep information in mind while using that
information to complete a task or execute a challenge,” he says. Working memory is like a
foundation of the brain's executive function. This is a broad and deep group of mental processes.
They allow you to do things like plan ahead, problem solve, organize and pay attention.
2. Types of Working Memory
Prep students at an SSP School use ipads and laptops to improve working memory. Here, they use Duck Hands to split the
words before they hear the sounds. The words are coded so that the brain can more easily see the phonemes/ graphemes
and link them with these speech sounds.
“You can't overemphasize how often working memory is used in the classroom,” says Cruger.
Children (and adults) use two main subtypes of working memory throughout the day. Both develop
at a similar rate during childhood, and often reach their highest level in early adulthood.
Verbal (auditory) working memory taps into the sound (phonological) system.
Saying the sounds, and then the word- when looking at the code words makes use of this system.
By adding in random clips we are speeding up this system, and also increasing interest and
excitement.
Visual-spatial working memory uses a kind of visual sketchpad of the brain. It allows you to envision
something, to keep it in your “mind's eye.” Students use this skill to do math and to remember
patterns, images and sequences of events. We often ask children to close their eyes and visualise
standing infront of a door. They open the door- and something is there..the story/ journey builds
over a week or so. Who can go through the journey, remembering everything?
At a red door, open the silver round knob (we even talk about which way round it turns) and open it
to see a green field, with woods in the distance. There is a dog at my feet, and as I step forward (2
steps) I can smell ....
Make it as long and detailed as you want.
You can also then ask 'after you open the door, what is at your feet?
etc- so they have to fast forward the 'tape'.
Include smells, sounds etc.
They might use it to visualize the layout of the classroom during the first couple of weeks of school,
says Cruger. “A teacher says, 'Once you're done with this, go to the center area, take something to
do and then go to this table and work on this,'” he says. “That involves multiple steps where the
3. child is negotiating himself in the world.” If not identified, a deficit of this type is ripe for
misunderstanding, he says. For example, it might seem as though a child is simply not paying
attention.
SSP builds on working memory within just about every activity. The whiteboard lessons introduce
new ideas and skills, and these are then transferred to the table top and poster activities.
When we ask children to listen to a word, split it into speech sounds using Duck Hands, then draw a
line and number for each means they can start visualising this.
Last week I asked some of the Prep classes - listen to this sentence, tell me the word with a 'sh'
sound, and tell me the number.
They listen to 'I was rushing to the bank to get some money' - retain this, identify the word (rushing)
split the word using Duck Hands (r/u/sh/i/ng) and then 'see' in their minds the numbers/ or organise
placement - to say 'number 3'. Peter actually said 'third' - whoop whoop.
Those with weak working memory are likely to have learning disorders, too. In a government-funded
study, Alloway and colleagues tested more than 3,000 grade school and junior high children in the
U.K. They found that one in 10 had very poor working memory.
This turned out to be a reliable indicator of who would struggle in the classroom, she says. In fact,
when following up six years later, they found working memory to be a more powerful predictor than
IQ when it comes to learning.
“Ninety-eight percent with poor working memory had very low scores in standardized tests of
reading comprehension and math.”
These weaknesses may show up later, when executive skills of comprehension and analysis come
into play, says Swanson. “Schools do a pretty good job of drill and repetition and teaching kids
phonics, but when you get into things like comprehension, it can begin to fall apart.”
This is why I am constantly bugging everyone to stop teaching phonics in isolation, outside of
meaningful context. I see far too many children being tested for their 'sounds' but have no idea how
to use them.
As already discussed, children often misunderstand the links they are supposed to be making. They
say 'choo choo' when looking at a train, and think the train has some connection with the sound pic
'ch'. They see 't' and say 'tennis' - and move heads from left to right- or say 'nnn' when flying a plane-
because the PLANE is supposed to 'say that'. The focus should be on the sound pic - n - and the
speech sound it represents. Period.
Many children understand the links DESPITE this teaching, but why make the process even harder
for them?
Also why I am not a fan of PM readers until the children get to SSP Yellow and Blue Code Levels.
Scaffolded readers are vital, from SSP Green (s,a,t,p,i,n)
Students decode rapidly, as the words are all built using the sound pics they know or are learning,
and this means they can also visualise what is happening, and comprehend. A child who has to keep
slowing down to decode, will forget what they have already read, and miss the meaning.
4. If a child has a learning disability, weak working memory can add insult to injury. For example, a fifth
grader who is still sounding out words while reading is relying heavily on working memory to help
compensate. This puts a huge tax on the working memory system. At this stage, you want reading to
be more automatic. You want to be able to look at a word and recognize it, and not have to recruit
attentional or working memory resources to the task. But for a child who needs to compensate but
can't rely on working memory, the process can become all the more painful. Again, why I push for
speedy decoding (follow the sounds, say the word) even with helpful words (high frequency). Asking
children to memorise sight words does NOT equate with 'recognition'. Recognition is automatic
when the child knows the word- so they know the code in the word.
Alloway says. “I've worked at schools where the average 10-year-old can remember and process four
pieces of information, but one with poor working memory can look like an average five-year-old,”
So we build this up, from pre-school. Much of the work is oral and auditory when aged 3 - 5.
Combine working memory challenges with high anxiety, which also puts demands on working
memory, and it becomes more than a double whammy. “Your emotional state can play a role in
working memory performance, which can in turn influence performance on tests,” says Alloway.
Again, why the environment within an SSP classroom is fast paced, busy, positive and encouraging.
When children struggle we ask 'what, as teachers, do WE need to change' - not 'why can't he hurry
up- what's wrong with him?'
The Working Memory Rating Scale (WMRS), helps teachers identify this problem by listing behaviors
that are typical of someone with poor working memory such as:
Abandons activities before completing them
Looks like he's daydreaming
Fails to complete assignments
Puts up a hand to answer questions but forgets what she wanted to say (This is typical for a five-
year-old, but not for an 11-year-old, for example.)
Mixes up material inappropriately, for example, combining two sentences
Forgets how to continue an activity that he's started, even though the teacher has explained the
steps.
Students should always be compared with peers to know what is typical for a given age group. That's
because working memory develops over time. The average five-year-old can hold and process one or
two pieces of information. But a 10-year-old can do this with three and a 14-year-old with four.
If testing, make sure you are testing working memory and not just short-term memory. The test has
to involve interpreting information as it is coming in.
Assess both types of working memory. From an educational perspective, it is important to know the
difference between them because children with different learning needs may have very different
5. working memory profiles.
“A student with a reading disorder can have a weakness in auditory working memory but relative
strengths in visual spatial working memory,” says Alloway. “But another student with dyspraxia may
have deficits across the board but particularly with visual spatial working memory.”
Also be aware that auditory working memory usually affects learning more so than visual-spatial
working memory. That's because, with so much information relayed verbally in school, it's harder for
a student to easily find ways to compensate.
Without intervention that specifically addresses this weakness, students with poor working memory
won't catch up over time. Fortunately, any students using SSP, will receive an 'intervention' as part
of their normal day to day SSP session.
Working memory involves the ability to maintain and manipulate information in one's mind while
ignoring irrelevant distractions and intruding thoughts. Multiple research studies show that the
inability to control one's train of thought has important real world consequences, from poor reading
comprehension to unhappiness.
Come and watch a class using the SSP Posters - all are so engaged that they often find it difficult to
then switch off and stop the task when told to 'stop!'. A teacher could walk through the room naked
most wouldn't notice.
You can see this developing here, in a Prep class, after 4 weeks of using SSP. This clip is on the new
school SSP channel, managed by the school, and used to share the learning journey of their students
and to develop stronger partnerships with parents and carers.
https://www.youtube.com/watch?v=qvg1mL5oapY
Idea to try today- with sound pics the child knows. They use the speech sounds (not letter names)
when telling you the order.
eg put these on the table - magnetic letters - cards
s p n a i t
Let them look at the sound pics for 5 seconds, cover them, and ask the order. You could ask them to
actually put them on the table (have spare magnetic letters) and then look at the line you chose,
with their line underneath. What needs to change?
Em
Miss Emma BEd Hons. MA Special Educational Needs.