Normal price $299 - special offer, for limited time only - $249.
$50 saving!
Everything you need to teach your child to read, write and spell quickly and easily, including scaffolded readers, to take them through all code levels, into fluency and comprehension. .
Neuropsychological Testing – Areas to Be Testedstevenlendon
Neuropsychological testing evaluates several key areas that may indicate learning disabilities or other issues in children. These include IQ, educational achievement levels, attention and memory abilities, visual and motor skills, sensory processing, speech and language development, social-emotional functioning, and specific tests for learning disabilities in areas like reading, writing, math, and processing. Testing is done by professionals to properly diagnose any issues and determine appropriate support and services.
According to a professor of English and linguistics, the brain learns best through multiple channels in a natural, daily context rather than rote learning, and emotions and challenges enhance learning while threats inhibit it. The document proposes a 3-5 year vision for an English department that includes building a common knowledge base, testing brain-based grammar activities, and creating resources to support a scope and sequence for grades 9-12.
The document provides guidance on using visual aids when presenting a speech. It discusses choosing visual aids that are simple, clear, and visible. Preparing visual aids involves having backups, practicing with them beforehand, and practicing at the presentation location if possible. When using visual aids, make sure any media is cued up and playing audio/video counts toward the allotted time. PowerPoint presentations should focus one point at a time, keep it simple, and use animations and sounds sparingly.
This document discusses how listening activities can help improve speaking abilities for teenagers in the third level of the proficiency program at ITSA. It addresses the problem that students don't have enough listening practice to improve their pronunciation and fluency. The document outlines the research method which will involve gathering data through surveys, classroom observations, and interviews to analyze the most useful listening activities. It also defines listening, describes four general types of listening, and discusses cognitive and metacognitive listening strategies as well as internet-based listening resources.
This chapter discusses goals and techniques for promoting children's speech development. It covers setting up the classroom environment, facilitating conversations, asking questions, and encouraging speech through activities like dramatic play, routines, and modeling language. The role of the teacher is to guide children's speaking in a supportive way.
Hands on learning games- improve your child's vocabularyRachel Speal
This document provides instructions for a hands-on learning game to improve a child's vocabulary. The game involves writing the names of objects found around the house on index cards and having the child match the cards to the actual objects. Playing this game helps children who struggle with recalling words, describing their day, or explaining their feelings to improve their communication skills. The game can be modified in various ways, such as writing verbs, adjectives, or short sentences instead of nouns to describe different levels of word meaning.
Normal price $299 - special offer, for limited time only - $249.
$50 saving!
Everything you need to teach your child to read, write and spell quickly and easily, including scaffolded readers, to take them through all code levels, into fluency and comprehension. .
Neuropsychological Testing – Areas to Be Testedstevenlendon
Neuropsychological testing evaluates several key areas that may indicate learning disabilities or other issues in children. These include IQ, educational achievement levels, attention and memory abilities, visual and motor skills, sensory processing, speech and language development, social-emotional functioning, and specific tests for learning disabilities in areas like reading, writing, math, and processing. Testing is done by professionals to properly diagnose any issues and determine appropriate support and services.
According to a professor of English and linguistics, the brain learns best through multiple channels in a natural, daily context rather than rote learning, and emotions and challenges enhance learning while threats inhibit it. The document proposes a 3-5 year vision for an English department that includes building a common knowledge base, testing brain-based grammar activities, and creating resources to support a scope and sequence for grades 9-12.
The document provides guidance on using visual aids when presenting a speech. It discusses choosing visual aids that are simple, clear, and visible. Preparing visual aids involves having backups, practicing with them beforehand, and practicing at the presentation location if possible. When using visual aids, make sure any media is cued up and playing audio/video counts toward the allotted time. PowerPoint presentations should focus one point at a time, keep it simple, and use animations and sounds sparingly.
This document discusses how listening activities can help improve speaking abilities for teenagers in the third level of the proficiency program at ITSA. It addresses the problem that students don't have enough listening practice to improve their pronunciation and fluency. The document outlines the research method which will involve gathering data through surveys, classroom observations, and interviews to analyze the most useful listening activities. It also defines listening, describes four general types of listening, and discusses cognitive and metacognitive listening strategies as well as internet-based listening resources.
This chapter discusses goals and techniques for promoting children's speech development. It covers setting up the classroom environment, facilitating conversations, asking questions, and encouraging speech through activities like dramatic play, routines, and modeling language. The role of the teacher is to guide children's speaking in a supportive way.
Hands on learning games- improve your child's vocabularyRachel Speal
This document provides instructions for a hands-on learning game to improve a child's vocabulary. The game involves writing the names of objects found around the house on index cards and having the child match the cards to the actual objects. Playing this game helps children who struggle with recalling words, describing their day, or explaining their feelings to improve their communication skills. The game can be modified in various ways, such as writing verbs, adjectives, or short sentences instead of nouns to describe different levels of word meaning.
An Immunisation Against Illiteracy
Video Links :
https://www.youtube.com/watch?v=j3pHxRfZR88
https://www.youtube.com/watch?v=0gWMpDVZofM
https://www.youtube.com/watch?v=6i9C_CTK1jQ
https://www.youtube.com/watch?v=1F2YRunBo94
https://www.youtube.com/watch?v=vXxy_bOvHm8
http://youtu.be/lOSEyJzz-BI
This document discusses the importance of phonemic awareness in learning to read and spells. It notes that without adequate phonemic awareness, readers must rely on guessing and visual memory rather than understanding sounds in words. Approximately 10-33% of people have difficulty with phonemic awareness, which can limit their ability to decode words and benefit from phonics instruction. The document stresses that phonemic awareness is the best predictor of early reading success more than other factors like IQ. It questions why Australia continues to use instructional approaches that have been shown to limit literacy development and notes alarming rates of functional illiteracy in the country.
The document outlines the stages and skills developed in the SSP (Synthetic Sound Pics) reading program. It begins with developing phonemic awareness through activities like using "Duck Hands" to segment words into sounds. Students are then taught to decode and encode words using an initial set of 6 sound pictures. The program progresses students through different "code levels" (green, purple, yellow, blue), teaching new letter-sound correspondences and sight words. As students advance, they read coded books and work on fluency, comprehension, and encoding skills. The goal is for students to master decoding so they can read independently by the end of Year 1.
- The Speech Sound Pics (SSP) literacy program is emerging and promising but lacks published research evidence. However, many successful literacy programs developed by teachers also lack published research initially.
- There is disagreement between advocates of SSP and those who believe only programs with published research should be used in schools. Published research is unrealistic as an initial requirement for education programs.
- Teachers are looking for evidence like student achievement data and testimonials from schools that have successfully used programs like SSP. Published research is only one useful piece of information and should not be the sole criteria for determining an education program's effectiveness.
The document discusses a speech therapist who tried to undermine the professional judgement of a teaching team using the Speech Sound Pics (SSP) Approach, which focuses on developing oral language and phonemic awareness. The author, who created SSP, has extensive qualifications in special education needs and dyslexia. However, some dyslexia awareness groups have been trying to discourage its use for months by distributing fliers. The author asks them to stop interfering and leave the teachers and parents who see results from SSP alone.
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
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
PAGE 2 has a type- should be f/o/g
Tick and Flick Sheets, to confirm your decision to move a student up an SSP Code Level.
Green ~ Purple ~ Yellow ~ Blue
www.MySpeedySSP.com
1) Coded readers refer to the different color levels (Orange, Green, Purple, Yellow, Blue) within the Speech Sound Pics (SSP) phonics program that indicate the set of grapheme-phoneme correspondences taught at each level.
2) Students using SSP daily can learn to read and spell confidently within 18 weeks on average. By the end of their first year (term 4) of school, SSP students will benchmark above level 15.
3) The SSP levels progress from Orange (phonemic awareness only), to Green (teaching s, a, t, p, i, n), to Purple, Yellow, and Blue, ensuring students can read real
The document does not contain any text to summarize. It only contains blank lines and numbers, which do not provide enough information to generate a meaningful 3 sentence summary.
EFFECTIVE FLUENCY STRATEGIES
Student Name
University Name
Date
Instructor Name
Five critical components:
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension strategies
Identifying words accurately and fluently
Constructing meaning once words are identified
Research indicates that students need to acquire skills and knowledge in at least five main areas in order to become proficient readers
The National Account Panel (in accordance with the No Child Left Behind Act) completed all-encompassing analysis to determine the a lot of able way to advise acceptance how to read. The research revealed that if the afterward 5 apparatus are finer taught, they lead to the accomplished adventitious of account success (known as the 5 pillars of reading): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
2
PHONEMIC AWARENESS—The knowledge and manipulation of sounds in spoken words.
VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context.
READING COMPREHENSION STRATEGIES—The understanding of meaning in text.
PHONICS—The relationship between written and spoken letters and sounds.
READING FLUENCY, INCLUDING ORAL READING SKILLS—The ability to read with accuracy, and with appropriate rate, expression, and phrasing.
In five components, first one is phonemic awareness that defines the knowledge and manipulation of sounds in spoken words. Through the phonics, the relationship between written and spoken letters and sounds are cleared. By the oral reading skills, the ability to read with accuracy, and with appropriate speed, expression, and phrasing is included. The knowledge of words, their definitions and context are included in the vocabulary development. The understanding of the meaning in text is cleared through the reading comprehension strategies.
3
What is reading fluency?
Accuracy in reading words correctly.
Reading not too fast and not too slow.
Expressions with feeling.
Follow most or all the punctuation marks.
Sounds like talking.
Fluency has natural phrasing and intonation .
Fluency in reading is including accuracy, rate, expression, and punctuation. Accuracy-Accuracy in reading words correctly. Rate-Reading not too fast and not too slow. Expressions-Expressions with feeling, fluency has natural phrasing and intonation . Punctuation - Follow most or all the punctuation marks. Sounds like talking.
4
Strategies for Developing Reading Fluency
Model Fluent Reading
Do Repeated Readings in Class
Promote Phrased Reading in Class
Enlist Tutors to Help Out
Enlist Tutors to Help Out
Try a Reader's Theater in Class
In order to read fluently, students must first hear and understand what fluent reading sounds like. From there, they will be more likely to transfer those experiences into their own reading. Repeated readings as a way to help students recognize high-frequency words more easily, thereby strengthening their ease of reading. Having students practice readin ...
This document discusses reading skills and strategies. It defines reading as the receptive skill of processing written language. Some key reading strategies discussed include prediction, guessing from context, skimming, and scanning. The document recommends teaching students these strategies to improve reading speed and comprehension. It also notes that silent reading is generally better than reading aloud for comprehension, as it allows students to focus and think more deeply about the content.
How students present with a specific learning disability09002472
Children with dyslexia or specific learning disabilities appear bright in subjects not involving reading or writing. However, when asked to read or write, they are often years behind peers and try to avoid it. They may display bad behavior or do minimal work. Many view themselves as "dumb" and have low self-esteem.
This document discusses the importance and process of listening. It identifies 5 stages of listening: receiving, understanding, remembering, evaluating, and responding. At the receiving stage, the listener focuses on the speaker's message. At the understanding stage, the listener attempts to determine the meaning while being aware their own perceptions may differ. The remembering stage involves retaining the message. During evaluating, the listener judges the value of the message. Finally, at the responding stage, the listener provides feedback through their actions. The document also explores top-down and bottom-up listening processes and identifies 16 key listening skills. It emphasizes the importance of listening for both comprehending and acquiring a new language according to theories like Krashen's input hypothesis.
The document discusses an innovative approach to teaching reading and spelling called the Speech Sound Pics (SSP) Approach. It is based on research showing that developing phonemic awareness, the ability to hear smaller parts of spoken words, is key to reading and spelling success. The SSP Approach uses pictures to represent speech sounds and a strategy to decode words by sound. It aims to help children read and spell 99% of words without memorization. The school will be implementing the SSP Approach through daily SpeedySSP activities tailored to each student's level. Parental involvement is encouraged to support children's progress at home as well.
An Immunisation Against Illiteracy
Video Links :
https://www.youtube.com/watch?v=j3pHxRfZR88
https://www.youtube.com/watch?v=0gWMpDVZofM
https://www.youtube.com/watch?v=6i9C_CTK1jQ
https://www.youtube.com/watch?v=1F2YRunBo94
https://www.youtube.com/watch?v=vXxy_bOvHm8
http://youtu.be/lOSEyJzz-BI
This document discusses the importance of phonemic awareness in learning to read and spells. It notes that without adequate phonemic awareness, readers must rely on guessing and visual memory rather than understanding sounds in words. Approximately 10-33% of people have difficulty with phonemic awareness, which can limit their ability to decode words and benefit from phonics instruction. The document stresses that phonemic awareness is the best predictor of early reading success more than other factors like IQ. It questions why Australia continues to use instructional approaches that have been shown to limit literacy development and notes alarming rates of functional illiteracy in the country.
The document outlines the stages and skills developed in the SSP (Synthetic Sound Pics) reading program. It begins with developing phonemic awareness through activities like using "Duck Hands" to segment words into sounds. Students are then taught to decode and encode words using an initial set of 6 sound pictures. The program progresses students through different "code levels" (green, purple, yellow, blue), teaching new letter-sound correspondences and sight words. As students advance, they read coded books and work on fluency, comprehension, and encoding skills. The goal is for students to master decoding so they can read independently by the end of Year 1.
- The Speech Sound Pics (SSP) literacy program is emerging and promising but lacks published research evidence. However, many successful literacy programs developed by teachers also lack published research initially.
- There is disagreement between advocates of SSP and those who believe only programs with published research should be used in schools. Published research is unrealistic as an initial requirement for education programs.
- Teachers are looking for evidence like student achievement data and testimonials from schools that have successfully used programs like SSP. Published research is only one useful piece of information and should not be the sole criteria for determining an education program's effectiveness.
The document discusses a speech therapist who tried to undermine the professional judgement of a teaching team using the Speech Sound Pics (SSP) Approach, which focuses on developing oral language and phonemic awareness. The author, who created SSP, has extensive qualifications in special education needs and dyslexia. However, some dyslexia awareness groups have been trying to discourage its use for months by distributing fliers. The author asks them to stop interfering and leave the teachers and parents who see results from SSP alone.
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
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
PAGE 2 has a type- should be f/o/g
Tick and Flick Sheets, to confirm your decision to move a student up an SSP Code Level.
Green ~ Purple ~ Yellow ~ Blue
www.MySpeedySSP.com
1) Coded readers refer to the different color levels (Orange, Green, Purple, Yellow, Blue) within the Speech Sound Pics (SSP) phonics program that indicate the set of grapheme-phoneme correspondences taught at each level.
2) Students using SSP daily can learn to read and spell confidently within 18 weeks on average. By the end of their first year (term 4) of school, SSP students will benchmark above level 15.
3) The SSP levels progress from Orange (phonemic awareness only), to Green (teaching s, a, t, p, i, n), to Purple, Yellow, and Blue, ensuring students can read real
The document does not contain any text to summarize. It only contains blank lines and numbers, which do not provide enough information to generate a meaningful 3 sentence summary.
EFFECTIVE FLUENCY STRATEGIES
Student Name
University Name
Date
Instructor Name
Five critical components:
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension strategies
Identifying words accurately and fluently
Constructing meaning once words are identified
Research indicates that students need to acquire skills and knowledge in at least five main areas in order to become proficient readers
The National Account Panel (in accordance with the No Child Left Behind Act) completed all-encompassing analysis to determine the a lot of able way to advise acceptance how to read. The research revealed that if the afterward 5 apparatus are finer taught, they lead to the accomplished adventitious of account success (known as the 5 pillars of reading): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
2
PHONEMIC AWARENESS—The knowledge and manipulation of sounds in spoken words.
VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context.
READING COMPREHENSION STRATEGIES—The understanding of meaning in text.
PHONICS—The relationship between written and spoken letters and sounds.
READING FLUENCY, INCLUDING ORAL READING SKILLS—The ability to read with accuracy, and with appropriate rate, expression, and phrasing.
In five components, first one is phonemic awareness that defines the knowledge and manipulation of sounds in spoken words. Through the phonics, the relationship between written and spoken letters and sounds are cleared. By the oral reading skills, the ability to read with accuracy, and with appropriate speed, expression, and phrasing is included. The knowledge of words, their definitions and context are included in the vocabulary development. The understanding of the meaning in text is cleared through the reading comprehension strategies.
3
What is reading fluency?
Accuracy in reading words correctly.
Reading not too fast and not too slow.
Expressions with feeling.
Follow most or all the punctuation marks.
Sounds like talking.
Fluency has natural phrasing and intonation .
Fluency in reading is including accuracy, rate, expression, and punctuation. Accuracy-Accuracy in reading words correctly. Rate-Reading not too fast and not too slow. Expressions-Expressions with feeling, fluency has natural phrasing and intonation . Punctuation - Follow most or all the punctuation marks. Sounds like talking.
4
Strategies for Developing Reading Fluency
Model Fluent Reading
Do Repeated Readings in Class
Promote Phrased Reading in Class
Enlist Tutors to Help Out
Enlist Tutors to Help Out
Try a Reader's Theater in Class
In order to read fluently, students must first hear and understand what fluent reading sounds like. From there, they will be more likely to transfer those experiences into their own reading. Repeated readings as a way to help students recognize high-frequency words more easily, thereby strengthening their ease of reading. Having students practice readin ...
This document discusses reading skills and strategies. It defines reading as the receptive skill of processing written language. Some key reading strategies discussed include prediction, guessing from context, skimming, and scanning. The document recommends teaching students these strategies to improve reading speed and comprehension. It also notes that silent reading is generally better than reading aloud for comprehension, as it allows students to focus and think more deeply about the content.
How students present with a specific learning disability09002472
Children with dyslexia or specific learning disabilities appear bright in subjects not involving reading or writing. However, when asked to read or write, they are often years behind peers and try to avoid it. They may display bad behavior or do minimal work. Many view themselves as "dumb" and have low self-esteem.
This document discusses the importance and process of listening. It identifies 5 stages of listening: receiving, understanding, remembering, evaluating, and responding. At the receiving stage, the listener focuses on the speaker's message. At the understanding stage, the listener attempts to determine the meaning while being aware their own perceptions may differ. The remembering stage involves retaining the message. During evaluating, the listener judges the value of the message. Finally, at the responding stage, the listener provides feedback through their actions. The document also explores top-down and bottom-up listening processes and identifies 16 key listening skills. It emphasizes the importance of listening for both comprehending and acquiring a new language according to theories like Krashen's input hypothesis.
The document discusses an innovative approach to teaching reading and spelling called the Speech Sound Pics (SSP) Approach. It is based on research showing that developing phonemic awareness, the ability to hear smaller parts of spoken words, is key to reading and spelling success. The SSP Approach uses pictures to represent speech sounds and a strategy to decode words by sound. It aims to help children read and spell 99% of words without memorization. The school will be implementing the SSP Approach through daily SpeedySSP activities tailored to each student's level. Parental involvement is encouraged to support children's progress at home as well.
Special Ed Expo - dyslexia presentationbenitaranzon
This document provides strategies for teaching students with dyslexia. It begins by defining dyslexia and discussing how it is diagnosed. Common co-occurring conditions are also identified. The document emphasizes the importance of explicit phonics instruction, developing phonological awareness, and using structured phonics readers. A variety of classroom accommodations and interventions are recommended for primary students with dyslexia, including systematic, multisensory instruction in letter-sound relationships, blending, and sight words.
The document discusses various topics related to reading including:
- Types of reading like skimming, speed reading, and subvocalized reading
- The cognitive process of reading including decoding, using context cues, and activating prior knowledge
- Different methods of teaching reading like phonics and whole language approaches
- Effective reading strategies like scanning, skimming, guessing meanings from context, and identifying the purpose of reading
- Factors that affect reading like permanence, processing time, distance, orthography, complexity, vocabulary, and formality
This document provides an introduction to speech, language, and communication difficulties. It discusses key terms like speech, language, communication and how delays differ from disorders. It outlines the impact difficulties can have in areas like literacy and social behaviors. Top tips are provided for supporting students with receptive language, expressive language, and pragmatic language challenges in the classroom. Examples of visual tools that can aid language development like mind maps and word webs are also presented.
Helping children with literacy fifficulties. Being literate is essential for life-long learning, communication, employment and participation in community.
Dyslexia is a neurological condition that impairs a person's ability to read, write, and spell. It is caused by genetic anomalies in areas of the brain related to language processing. There are several proposed models to explain dyslexia, including a phonological model which argues dyslexics have an impaired ability to connect letters to sounds, preventing word identification and comprehension. Dyslexia is diagnosed through tests that evaluate a person's reading ability compared to their intelligence. Treatments focus on strengthening weaknesses, such as using multisensory techniques to help connect letters to sounds. There is no cure for dyslexia, but treatment plans involving specialized instruction can help dyslexic individuals learn compensatory strategies.
This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.
The document discusses the importance of vocabulary for reading success and comprehension. It states that explicitly teaching unfamiliar words before reading, defining and discussing them, and providing multiple exposures to new words helps solidify students' understanding. Some effective strategies include using graphic organizers to classify new words, teaching Greek and Latin roots, and modeling how to use context clues to determine word meanings during independent reading. The goal is to help students develop a large vocabulary and independent word learning skills to improve comprehension and communication.
The document discusses research on phonemic awareness and its importance for reading success. It summarizes that phonemic awareness, the ability to hear and manipulate sounds in spoken words, is the strongest predictor of learning to read. Developing phonemic awareness through activities that explore sound manipulation can significantly improve children's subsequent reading and spelling abilities. The document recommends assessing phonemic awareness in mid-kindergarten and providing more intensive instruction for children who are not progressing adequately. It also describes the Speedy SSP approach, which uses short daily sessions to develop phonemic awareness through speech sound manipulation activities.
The document discusses dyslexia, strategies for teaching dyslexic students, and policies in Texas regarding dyslexia. It provides:
(1) Characteristics of dyslexia like difficulties with phonological processing, visual perception, and auditory processing.
(2) Recommended teaching strategies for dyslexic students including multisensory instruction, visual memory techniques, structured writing instruction, and providing additional time on tests.
(3) Texas' definition of dyslexia and process for assessing students, which involves collecting student achievement data, teacher observations of literacy behaviors, and formal assessment by a diagnostician.
The document discusses the benefits of reading books, including exercising the brain, providing entertainment, improving concentration, literacy, sleep, and reducing stress. It also discusses different types of reading techniques like skimming, scanning, intensive reading, and extensive reading. Some key reading skills are outlined like decoding, phonics, vocabulary, fluency, comprehension, reasoning, and working memory. Common reading problems are also mentioned such as issues with decoding, comprehension, speed, and mixed difficulties. The document provides tips for improving reading skills like setting aside time, goals, previewing texts, determining purpose, applying strategies, taking notes, and summarizing.
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).
This document provides information about sorting decodable readers according to the Synthetic Phonics Spelling program (SSP). It recommends free readers from SPELD SA and Oxford Owl that have been sorted into SSP levels. It also lists the order of letters and sounds taught in the SSP program and notes that one decodable reader only contains words using the letters s, a, t, i, m, n, o, p. Instructions are given to look at the SSP teaching order to determine which code level box a reader belongs in, with examples provided.
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
This document provides guidance for implementing the Speech Sound Pics (SSP) reading program in schools. It outlines resources needed for each classroom, including printed materials, apps, and displays. It describes the three phases of SSP: Phase 1 focuses on phonemic awareness without letters; Phase 2 teaches the four code levels to develop reading, writing, and spelling; Phase 3 supports independent literacy. Key aspects of SSP are explicitly teaching the speech sounds and their connections to graphemes using visual prompts and a left-to-right approach.
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
The document is a list of words and concepts related to the Speech Sound Pics (SSP) Approach. It includes days of the week, months, colors, shapes, animals, and other common nouns. The approach involves using pictures to represent speech sounds and teach literacy.
Recent research shows that retaining students is generally not the best option and does more harm than good. While a temporary boost in performance may occur, benefits do not tend to last and retained students are 60% less likely to graduate high school. Instead of retention, schools should focus on implementing new interventions, teaching strategies, and learning supports tailored to students' needs. As a parent, it's important to be involved in discussions with the school about retention or alternative options that may help a struggling child succeed.
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
1) The document discusses concerns with using PM Benchmark assessments for students who have not completed the Speech Sound Pics (SSP) program, as PM Benchmark relies on whole language approaches removed from UK schools.
2) It provides suggestions for alternative assessments that test phonics skills more appropriately for different reading levels, such as the Motif, Castles and Coltheart, and TERC tests.
3) The author advocates using SSP to teach reading as an alternative to whole language approaches like PM Benchmark, which can demoralize students if used before phonics mastery.
The document discusses the SSP approach to teaching reading using a "skills acquisition process" to develop reading brains. It argues that SSP wiring reading and spelling brains simultaneously through a systematic progression of sound-picture mapping. In contrast, traditional "whole language" and PM readers ask children to guess words they cannot decode, slowing learning. SSP progresses through four color-coded levels of increasing complexity. Home readers should reinforce the sound-pictures being learned, using only decodable texts matching the child's current level. The goal is for children to authentically read texts they can fully decode by blending learned sound-pictures.
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
The letter recommends binning Australia's PM Benchmarking system for assessing reading in primary schools, as was done in the UK, in order to change teaching practices so that no child enters Year 2 without learning to read, including dyslexic learners. It notes that Finland would never subject students to such a benchmarking system.
A new approach to teaching reading, writing and spelling. The program not only ensures the best outcomes for students but actually trains and guides teachers. 'Visible Learning' at the highest level !
This shows the Teaching and Learning Cycle from Education NSW, but with a difference. The program does most of the work shown in the cycle!
www.wiringbrains.com
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1. Strategies:
“ … attention should be focused on decoding words
rather than the use of unreliable strategies such as
looking at the illustrations, rereading the sentence,
saying the first sound or guessing what might ‘fit’.
Although these strategies might result in intelligent
guesses, none of them is sufficiently reliable and
they can hinder the acquisition and application of
phonic knowledge and skills, prolonging the word
recognition process and lessening children’s overall
understanding. Children who routinely adopt
alternative cues for reading unknown words, instead
of learning to decode them, later find themselves
stranded when texts become more demanding and
meanings less predictable. The best route for
children to become fluent and independent readers
lies in securing phonics as the prime approach to
decoding unfamiliar words (Primary National
Strategy, 2006b, p.9).”
Order Spelling
Clouds
There is a poem for every Cloud.
Spelling choices shown in
meaningful context...
400 High Frequency (Sight)
Words CODED for the brain.
Achievement Awards for 7Levels.
Follow the Sounds, Say the Word’
Strategies used from SSP Green.
Rapid decoding leads to earlier fluency.
SSP
Orange in
Pre-School
The Speech Sound
King
Fast Paced, FUN, Intensive, Systematic,
DIFFERENTIATED Teaching for Every Brain, of any Age.
Scaffolded, Sequential,
Coded Readers
(RWI Phrases)
Reading Spelling Skills Acquisition
The ‘What’
The ‘How’
MySpeedySSP.com / WiringBrains.com / Youtube.com/SoundPics / www.Facebook.com/Readaustralia
Wiring Brains Education, Shop 10, Hope Island Central. Hope Island Road. Gold Coast QLD 4212 Australia. Ph 07 5510 9960 E info@ReadAustralia.com
SSP Program Developer - The Reading Whisperer - Emma Hartnell-Baker BEd Hons. MA Special Educational Needs.