4.6 'Individualization'

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En provenance du cours de University of London

Supporting children with difficulties in reading and writing

522 notes

University of London

Supporting children with difficulties in reading and writing

522 notes

This course is for teachers to learn why some children have so much difficulty with reading and writing, often called 'dyslexia', and to learn more about best practice in teaching literacy to all in light of recent scientific discoveries. Participation in or completion of this online course will not confer academic credit for University of London programmes

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Practical teaching approaches Part 1

General principles of inclusion; structured, multisensory, phonics-based and metacognitive approaches; summaries of recent influential reports of best practice from France, the UK and USA; applying these approaches across the curriculum; learning styles; reading, spelling, comprehension and composition; visualization and mind-mapping

4.1 Inclusion10:31

4.2 Reports on reading12:02

4.3 General principles – Part 16:32

4.4 General principles – Part 211:51

4.5 Subject-specific – Science, History and Math(s)8:01

4.6 'Individualization'3:45

Rencontrer les enseignants

Dr Jenny Thomson
Dr Vincent Goetry

Because, while a systematic and intensive multisensory phonic approach

is going to work successfully without much modification for many children,

there's going to be some children who don't respond as well as we might hope.

And so this is where we need to think about individuals.

And a term we use in English is the BOTTLENECK.

What might be a bottleneck to actually accessing that help?

And there's various things that might be going on.

There's some interesting research by a researcher called Stephanie Al Otaiba

in the States where she's really looking at whether the characteristics

of students who we expect to respond to phonics, but yet

are responding either very, very slowly, or sometimes not at all.

And we haven't got all the answers for this yet.

But there's definitely things that her research suggests we can think about,

and research by others, too.

So, for example, there may be some children where actually their

oral language is so depressed that they're actually,

because they're not understanding the words that you're using in the phonics

program, it's limiting their access and their ability to learn things.

So, does that, would that mean,

perhaps, that you need to have some oral language, vocabulary backup,

maybe a slightly more intensive level than you do with other children?

It might be that a child is, say in a small group for phonics, and

they're having it every day.

But they could have perhaps so much tension about maybe one of the students

in the group, or they may even feel that actually don't belong in this group.

So they may be there in body, but they actually may be quite tuned out.

And so with that kind of student, it's thinking, well,

how can I actually get them to engage with the content?

Can I change the composition of the groups?

Will the student actually do best in a one to one situation?

So is the barrier actually the emotional response,

rather than the teaching approach itself?

And then also

students could already be telling themselves that they can't do this.

So that, again, it could be another kind of psychological barrier.

So you might want to think about,

well can I, as well as doing the multi-sensory phonics,

are there ways that I can present this that might

feel like it's not just the same reading, the same sense of failure.

Can you present things digitally, or

using texts that a student may be particularly motivated to read?

So I think one of the challenges, but also one of the kind of joys of

doing this work, is this opportunity to be a detective.

We're giving you the basics of best practice, but

as a teacher you can never rely on one thing.

You need to be having a look, collecting data; is this working?

And if not,

what are some of the broader factors that might be meaning that this doesn't work?

Both things that the child brings to the table,

their wider set of skills, things the environment brings,

the other children, the teacher, particular aspects of the phonics program.

So, always be kind of keeping all these thoughts in mind, and

hopefully, in that way, you can best tailor your approach to the child,

and help them really reach their potential.

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