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'Developing Personalised Reading books: from Low Tech to the use of Apps such as Pictello '.

'Developing Personalised Reading books: from Low Tech to the use of Apps such as Pictello '. Presented by Jo Gawn Specialist Speech and Language Therapist, Symbol UK. What we will cover. Developing a ‘language through reading’ approach Special Stories and Pictello : how they work

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'Developing Personalised Reading books: from Low Tech to the use of Apps such as Pictello '.

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  1. 'Developing Personalised Reading books: from Low Tech to the use of Apps such as Pictello'. Presented by Jo Gawn Specialist Speech and Language Therapist, Symbol UK

  2. What we will cover • Developing a ‘language through reading’ approach • Special Stories and Pictello: how they work • Questions

  3. Developing a ‘language through reading’ approach within Down syndrome Since the 1970’s it has been suggested that children with Down syndrome can achieve functional levels of literacy and that reading might accelerate speech and language acquisition (Laws et al, 1995) Many children with Down syndrome can develop reading abilities in advance of what might be expected for their cognitive and language levels. Reading makes an important contribution to vocabulary and language development for all children and this may be a particular benefit for children with Down syndrome, given their specific language delays (Down Syndrome Education International)

  4. Starting early… There is also an emphasis of moving from single words and providing “early introduction of short sentences for reading which can then be practised and used in everyday speech, and which add to the children's knowledge of grammar” (Laws et al, 1995) “There is agreement on the importance of using reading activities to teach spoken language for those of all ages. In particular, the benefits of using early reading in the preschool years as an explicit language teaching activity are recognised” (Buckley and LeProvost, 2002)

  5. …and keeping going with the emphasis on reading “Although the importance and particular benefits of introducing reading before 5 years of age has been emphasised, children with Down syndrome may make progress at any age… the cognitive skills of teenagers may mean that they are better able to make progress than in earlier years and schools therefore should not give up formal literacy teaching in teenage years” (Buckley and Johnson-Glenberg, 2008)

  6. Let’s get personal! • Reading doesn’t have to be based on pre-made books, stories and resources • The learning profile of Down syndrome highlights that providing motivating activities is key to maintaining attention and reducing avoidance • Developing personalised books is a highly motivating way for children to develop reading skills and improve their ability to talk about themselves with others

  7. Getting started with personalised reading “Make individual books, my family, or I like book, based on the child’s experience and include photos. E.g. make an action book using photographs of the family members doing things; mummy sleeping, daddy eating, Danny swimming etc” (Sandy Alton, DSE Publication)

  8. Building personalised books “Make individual home made books based on the child’s interests and experiences. Ask parents to provide photos of any weekend or holiday activities, building up the words into short phrases as appropriate. The aim is to enable the child to build short phrases… add new words gradually, continuing to use the match, select, name method, aiming for words with personal meaning for the child and ensure these contain verbs” (DSA, 2011)

  9. Learning together • “make books illustrating the pictures as sentences that are personalised for each child and his or her family. Reading activities are embedded in a speech and language programme for each child. The emphasis is on fun and supported learning. The words and sentences are read together and the child is prompted to succeed. Even if the child does not learn to read the words, the materials support language learning” (Buckley and Johnson-Glenberg, 2008)

  10. Personalised reading throughout schooling Buckley (1993) reports that personalised books can support expressive grammar development in teenagers by “making books using examples of [grammatical] structures to describe events and activities which they could participate in during the school day” DSA (2011) also recommends that within secondary education “sometimes you will find it useful to make individual books based on the student’s interests and experiences or around a topic being taught”

  11. Some historical issues with developing personalised reading books • Traditionally photos are taken on cameras which need transferring via cable to the computer • Photos then need to be printed (ink costs high and also not all homes have personal printers) • Books are then created by cutting and sticking and writing sentences via hand • Time to do this regularly is often problematic • Books can get damaged or lost

  12. How about technology? Using Apps: • supports the transition to technology based book creation • It’s highly motivating, children of all ages love the iPad! Pictello is an app made by Assistive Ware Technology Special Stories is an app made by Special iapps They are both available to download on Android and iOS devices

  13. Who is it for? “Pictello is designed for all ages and skill levels. Anyone can make a story to share an important event, experience, activity or even videos from their latest holiday. Individuals who have difficulty speaking often use Pictello to share their news, interests and to participate in social conversations. Popular in the classroom, teachers use Pictello for social stories, schedules and language learning”. (Assistive Ware Website)

  14. Special Stories

  15. Pictello

  16. An example

  17. The next stage?

  18. Any questions?

  19. References • Alton, S. Including Pupils with Downs Syndrome – Primary. Available at: https://www.downs-syndrome.org.uk/download-package/including-pupils-with-downs-syndrome-primary/ • Buckley, S. (1993) Developing the speech and language skills of teenagers with Down syndrome. Down Syndrome Research and Practise, 1 (2) 63-71. • Buckley, S. (2003) Language and literacy. Down Syndrome News and Update, 2(4), 142-142. doi:10.3104/practice.194 • Buckley, S. & Johnson-Glenberg, M.C. (2008), In J.E. Roberts et al. (Eds.) Speech and Language Development and Intervention in Down Syndrome and Fragile X Syndrome, Paul H. Brookes Publishing. • Buckley, S, and Le Prèvost, P. (2002) Speech and language therapy for children with Down syndrome. Down Syndrome News and Update, 2(2), 70-76. doi:10.3104/practice.171 • Down Syndrome Education International - https://www.down-syndrome.org/en-gb/about-down-syndrome/development/ • DSA Education Support Pack – Primary 2011 Unit 5. Download at: https://www.downs-syndrome.org.uk/download-package/primary-support-pack/ • DSA Education Support Pack – Secondary 2011 Unit 5. Download at: https://www.downs-syndrome.org.uk/download-package/secondary-education-support-pack/ • Laws, G, Buckley, S, MacDonald, J, and Broadley, I. (1995) The influence of reading instruction on language and memory development in children with Down syndrome. Down Syndrome Research and Practice, 3(2), 59-64. doi:10.3104/reports.52

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