Literacy Intervention Course

Accelerating Literacy Learning

Background

The 10 week Accelerating Literacy Learning Programme, devised by Margaret van Lierop in 1996, targets pupils with low levels of attainment in literacy. It derives from the Reading Recovery programme pioneered in New Zealand in the 1970s.

This initiative seeks to adapt the procedures and techniques of the original programme (designed for the lowest achievers in literacy) to pupils of all ages who do not have S.E.N., but who are under-achieving and under-attaining in literacy (e.g. 6-18m behind chronological age).

Aims

To train Learning Support Assistants, NNEBs and/or support teachers to accelerate the literacy learning of pupils who are falling behind the expected level for their age.

Objectives

Course members will

1. understand the processes of literacy acquisition and development
2. learn procedures for accelerating the reading and writing development of low achievers
3. understand the principles of diagnostic assessment
4. learn to devise appropriate teaching programmes based on their ongoing assessment and, where applicable, provide support for classroom literacy programmes

Pupils will

1. enjoy reading for its own sake
2. be able to use writing as a satisfying means of self-expression,
3. increase their reading ages by six months in a ten week period,
4. increase their spelling ages by six months in ten weeks.

Course Requirements

1. Daily teaching: for the duration of the course, each person will need to have

• 30 minutes allocated for 5 days a week in order to teach at least one individual pupil daily (essential)

2. Attendance: it is essential that course members attend every session, as each session will build upon the last.

3. Records and reports:

Course members

• write initial diagnostic summaries,
• plan individual and group programmes,
• keep daily records and
• following end of course assessments, write a final report.

4. Course materials: Text books are not required as all materials are specially written for this course and are available in the form of handouts.

Organisation

Day 1: Full Day.

Introduction to assessment procedures in reading and writing.
Explanation of lesson organisation and underlying rationale.
Demonstration lesson + discussion.

Homework: Assessments in school/select pupils for individual and group programmes.

Read handouts on lesson format and assessments.

Day 2: Half Day.

Discussion of assessments done so far.
Assessment summaries and setting individual targets.
Demonstration lesson + discussion.
The use of running records as a diagnostic tool in reading.
Practise placing pupil on appropriate book level using the PM
Benchmark Kit Benchmark Kit.

Homework: Read handouts. Write up own assessment summaries.

Teaching: Each person starts the daily teaching with at least one child, using specially designed proformas which structure the lessons and assist with record keeping.

Day 3: Half Day.

Report back on first lessons.
Half day Discussion of problems arising, re teaching procedures, organisation, book levels.
Revision of lesson order and rationale for each part of the lesson.
Demonstration lesson + discussion.
Teaching for strategies in reading/writing.
Use of prompts to encourage accelerated learning.

Homework: Read handouts. Keep lesson records.

Days 4 to 8: Half days

Each session will include tutor demonstration lessons or video lessons. The group observe and take notes with a view to subsequent discussion. Course participants are encouraged to identify effective teaching strategies and specific areas which could be improved. Each week, following the discussion of this lesson, a different aspect of literacy learning is explored.

Using shared and guided reading and writing in group work. Demonstration lesson.

Day 9: Half day

Compiling exit data, reading age, spelling age.

Tutor visits: The Trainer will visit course members to observe teaching, give feedback and discuss any problems. These sessions will be confidential, supportive and not inspectoral!