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Paired Reading and Phonic Programme

A comprehensive literacy program aimed at providing basic literacy skills, promoting active learning, and involving parents. It supports students with dyslexia, MLD, and hesitant readers, improving reading, spelling, and writing. The program follows a structured approach, using real books and linking phonics to the reading process.

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Paired Reading and Phonic Programme

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  1. Paired Reading and Phonic Programme Pam Macdonald Faculty Head Pupil Support (Learning and Behaviour) Castlemilk High School, Glasgow 1 1

  2. Aims of Programme • To give basic literacy skills so pupils can become independent in classes. • To involve pupils in their own learning and encourage them to be active, analytical learners. • To activley involve parents and guardians

  3. Rationale • Must be able to support all pupils • Pupils who have failed on exisitng programmes (Dyslexia, MLD, Absenses) • Hesitant readers • Behaviour – avoidance tactics, low self-esteem • Raising attainment • Must be able to read • Tackle specific difficulty • Pupils need to see progress quickly • Must be able to transfer skills • Phonic rules and word patterns (syllabification) • Attitude and motivation • Ownership, responsibility, reflective (detectives) • Improved reading, spelling and writing in all subjects • Must link to current policies and practices • School policies , improvement plan • National Initiatives – ACE, TFEL, AiFL 3

  4. Background to Programme • History of programme • Paired Spelling in primary • Paired Reading in secondary • Present Programme • Transition programme P6 - P7 • Intervention programme S1 – S4 • Paired spelling and writing programme in secondary • Format of programme • Not a commercial programme • More structured than traditional paired reading • Use real books • Mechanical reading (Look Say), phonics, comprehension (contextual clues) • Links phonic teaching to the reading process 4

  5. The Paired Reading Programme • How you choose pupils • Screening Test (Schonell Test) • Specific Screening (Listen to mechanical reading) • Assessment (Neale Analysis) • How to choose appropriate books • Real books and continuous text • 2-3 unknown words • Size of print • How you practise the programme • Paired with a senior (Registion) • Paired with a good reader of the same age (English Class) • Paired with a teacher or a PSA (Extraction Group) • Paired with a parent or a relative (Home Practice) • Small groups extraction (RE, PSE, EC, Library) 5

  6. The Look-Say Approach 6

  7. Record and Help Sheets 7

  8. The Phonic Programme • Vowel Blends ea, ou, ai ........ • Consonant Beginning bl, cr, dr ........ • Endings ...and, ...ell, ...ill, ...ack • Difficult endings tion, iency, scious ....... • Chunking Words in / de / pen / dent • Phonic Rules magic e, ing, y = long vowels , soft c /g double glazing (hoping) (hopping) ing, ed, ly 8

  9. ou shout ou shout out Strategies - Visual aids

  10. Sound Cards - beginnings 10

  11. Sound Cards - endings 11

  12. Fast Track Programme 12

  13. Results of 3 year study into reading 13

  14. Next steps - Cross Curricular Links 14

  15. Evidence of Improvement • Mechanical reading and comprehension improved significantly • Spelling and writing improved • Confidence, motivation, attention and behaviour improved • 5-14 results improved • Pupils became more independent in classes • Fewer pupils receive SQA exam support

  16. Why is it Successful? • Reinforced on many levels • Actively involves pupils, teachers, parents, departments, schools • Good relationships and positive approach to learning • Shares common approaches and skills • Promotes active and co-operative learning • Identifies and teaches to specific needs • Targets support needs (flexibility of groups) • Uses multi-sensory approaches • Promotes real and meaningful learning • Structured approach • Links reading, phonics, spelling and writing • Promotes planning, assessment and reporting • Reflects present policies and practices • Encourages ownership and responsibility • Develops tools to become independent readers • Encourages reflective, critical and analytical thinking (detectives, problem solve) • Empowers and improves confidence and motivation • Improves self belief and high expectations

  17. 17

  18. Thank youPMacDonald@castlemilkhigh.glasgow.sch.uk 18

  19. S1-S2 Ongoing record sheets

  20. Specific Record Sheets

  21. Writing – Spelling 1.

  22. Reading Support (S1-S4) S1 = 26 pupils S2 = 10 pupils S3 = 2 pupils S4 = 3 pupils

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