Adaptive Learning: Issue 8

King Edward VI School Southampton

Adaptive

Learning Summer Term 2022 IS SU E 8

11 Methods for Teaching Reading That Help Struggling Readers By: Understood

There are many teaching methods that can help struggling readers, including children with dyslexia.

Learn about the Orton–Gillingham approach and 10 other other methods to supplement your main classroom instruction.

Related Content

Orton–Gillingham: What You Need to Know Literacy Programs Evaluation Guide There are many teaching methods that can help struggling readers. The best ones for kids with dyslexia use an Orton– Gillingham approach. But teachers and specialists may use other methods to supplement their main instruction. Learn about these commonly used programs.

Orton–Gillingham The Orton-Gillingham approach is the “gold standard” for teaching reading to kids with dyslexia. It focuses at the word level by teaching the connections between letters and sounds. Orton–Gillingham also uses what’s called a multisensory approach. It taps into sight, sound, movement and touch to help kids link language to words. Students learn the rules and patterns behind why and how letters make the sounds they do. Orton–Gillingham is the basis for a number of other reading programs. These programs are mostly used

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by special education teachers.

Reading Mastery Reading Mastery is very systematic. It starts by teaching word sounds and what the corresponding letters and words look like. Next, kids learn to read passages. Then they build vocabulary while increasing their understanding of what they read. Students are grouped by reading level. Reading Mastery is often used by general and special education teachers as a complement to other programs. It may also be used on its own. Teachers tend to use one of two versions. Reading Mastery Classic is for grades K–3 and Reading Mastery Plus is taught in grades K–6.

Read Naturally Read Naturally aims to improve reading fluency and understanding in kids and adults. It uses texts, audio CDs and computer software. Usually students listen to a story and then read the same text aloud. The program tracks progress carefully. Students work at their own level and move through the program at their own rate. Usually they work independently. Read Naturally is most often used as an addon to the main program being used in the general education classroom.

READ 180

LANGUAGE!

READ 180 is for struggling readers in grades 3–12. It involves teacher instruction, working on a computer and reading alone. Kids also listen to someone read aloud and then read the same text. The program includes workbooks, books for reading alone, audiobooks and software that tracks student progress. It’s most often used by reading specialists to give extra support.

LANGUAGE! is for struggling learners in grades 3–12 who score below the 40th percentile on standardized tests.

It is most often used by special education teachers. The curriculum uses a six-step format for each lesson. The first step is word-sound awareness. The second step is word recognition and spelling. Then comes vocabulary and then grammar. Listening and reading comprehension come next.

Writing is the last step. There is also a version of this program that is specifically designed for English language learners.

Project Read Project Read is used in a classroom or group. The program emphasizes instruction by the teacher. Lessons move from letter-sounds to words, sentences and stories. Project Read has three strands: listening, understanding and writing.

All three strands are taught at all grade levels, though the emphasis differs by grade. The program is sometimes used in general education classrooms where many students are struggling. In schools where most kids are on track, the program is often used by special education teachers or reading specialists to give extra support.

Voyager Passport The Voyager programs are most often used by reading specialists in addition to the general education reading program. Voyager Passport is a small-group program for grades K–5. It includes letter-sound understanding, sight words and vocabulary. Voyager Passport Reading Journeys is for teens who struggle with reading. The program is taught in a group using science and social studies topics. There is also a Voyager Universal Literacy System. This is a K–3 curriculum that includes a program for struggling readers.

Reading Recovery Reading Recovery is a short-term tutoring program for struggling first graders. It aims to develop reading and writing by tailoring lessons to each student. Tutors are trained in the program. They teach students in daily pullout sessions over 12–20 weeks. Reading Recovery is designed for short-term use. It’s an add-on to whatever program is being used in the general classroom. Kids with dyslexia are often included in the program at first. But research has questioned how effective it is for these students.

Read Well Read Well is for K–3 students. The program teaches word-sound awareness. It also works on vocabulary and comprehension. Teachers begin by modeling what to do.

They then gradually decrease their support until eventually students are asked to do the reading task by themselves. The program includes activities for the whole class as well as small-group lessons. Read Well is often used in the general education classroom.

Read, Write and Type!

Fast ForWord

Read, Write and Type! Learning System is a software program to teach beginning reading skills, emphasizing writing.

The program was developed for 6- to 9-year-olds who are beginning to read, and for struggling students. The main goal is to help students become aware of the 40 English phonemes, or word sounds, and to associate each with a finger stroke on the keyboard. Read, Write and Type! is often used as a supplement to other reading programs.

Fast ForWord is a computer-based program that focuses on the link between spoken language and written words.

The software aims to help kids master reading by improving things like memory, processing speed and attention. But the impact the program reports to have on these skills isn’t widely accepted. Nor is its impact on improving reading. Fast ForWord is used by clinicians and specialists.

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Supporting students with autism in the classroom: what teachers need to know We’ll look at what the evidence says on a range of themes including how to raise the status of the profession and measure and improve teacher quality.

Students with autism often present unique challenges to schools, and teachers can often find it difficult to meet their needs effectively.

Internationally, around 1 in 68 children are now diagnosed with an autism spectrum disorder (ASD). ASD is a developmental disability that can cause significant social communication and behavioural challenges.

A recent study found that among the 934 parents who were surveyed, approximately 77% had children on the spectrum attending mainstream schools.

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We believe in experts.

We believe knowledge must inform decisions.

It also found that, in general, teachers only felt slightly confident in their ability to support students with autism, while parents were even less certain of teachers’ confidence to teach their children with autism.

Teachers, then, need to have a better understanding of autism and how it may affect learning. They also need help putting appropriate strategies in place.

Impact of autism on a student’s life

Schools also need to be careful not to run the risk of overgeneralising, as students with autism can be as different from each other as any other students.

Challenges experienced interacting socially and communicating with others are common among students on the spectrum, and will have an impact on every aspect of their lives.

Students on the spectrum often need time away from other students and the demands of the mainstream classroom.

The frequency with which this needs to happen will be based on the individual needs of the students involved, and where they go in these situations would be dependent on the school setting.

Every person on the autism spectrum is unique and their needs will be reflected differently.

These challenges can lead to levels of stress, anxiety and depression that are much higher than for other students. Up to 72% of students on the autism spectrum have additional mental health needs.

Classrooms are social environments that rely heavily on being able to interact, socialise and communicate with others effectively. This can intensify the stress, anxiety and depression students on the spectrum may experience.

This can present unique challenges for schools and teachers, with students on the spectrum being four times more likely than their peers to require additional learning and social support services.

Research shows the importance of understanding the link between academic learning and social and emotional competence.

A lack of social-emotional competence can lead to not only a decrease in a student’s connection with school, but also academic performance.

This reinforces the notion that social-emotional learning has a critical role to play in learning, as well as in school attendance, classroom behaviour, and academic engagement for all students.

The heavy focus on academic aspects of the curriculum and the demand for data-driven accountability that schools are required to address often result in the focus on social and emotional learning and mental health being overshadowed or pushed to one side.

Misinformation around inclusion Inclusion is about being proactive in identifying the barriers learners encounter in attempting to access opportunities for quality education, and then removing those barriers.

It is about meeting the needs of all children to ensure they get a quality education and have the opportunity to reach their potential.

Often assumptions are made that “inclusion” means students need to be in mainstream classrooms at all times. When inclusion is interpreted in this way, students may be unable to access adjustments that adequately address and meet their needs.

The implementation of any adjustments need to be tailored to the students’ individual needs.

Doing this would help them to not only manage the social and sensory challenges of the school environment, but also the stress and anxiety they can experience.

Ideas for teachers During the survey, students with autism made some suggestions as to how teachers could better support their needs.

They suggested that it would be useful if teachers could help them cope with change and transition by simply reminding them when a change was looming.

They also asked to use a tablet or laptop to help with school work, instead of handwriting. This can help students on the spectrum overcome many of the motor skill difficulties that make handwriting difficult.

Giving students a copy of instructions or information that their teacher writes on the board may also help.

Students with autism can find tasks requiring a lot of planning and organisation such as managing assignments, participating in assessments, navigating learning tasks, and completing homework extremely difficult.

This can have a negative impact on their cognitive, social and academic ability.

Schools could allow older students to take photos of these instructions using their mobile phone or tablet.

Having a quiet space to complete their assessments and getting assistance with organising themselves and the social aspects of school were also raised as important strategies.

How to better support students There are a number of barriers to providing better and appropriate support to meet the educational needs of students with autism.

These include: funding, lack of knowledge and training, lack of specialist support staff and time, lack of appropriate resourcing and class sizes.

Funding can impact on the amount of resourcing, support and specialist staff available to teachers to help individualise their approach. Funding and resources vary from state to state and school to school.

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Teacher training and experience in autism will vary.

In the Australian Autism Educational Needs Analysis, the majority of teachers (89%) and specialists (97.5%) who participated had received professional learning or specific training related to students on the autism spectrum.

Teachers and specialists working in the field need to feel adequately supported to meet the needs of these students, and this support must be ongoing.

The use of flexible and individually tailored educational approaches is crucial. This requires that teachers have an array of adjustments and resource options which can be implemented both in and outside of the classroom environment.

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Input from a multidisciplinary team that includes educational specialists and allied health professionals should also be available.

It is not enough to give teachers professional development on autism. They need additional help from appropriate specialist staff to put adjustments in place that fit within the context of their classroom and school.

Teaching Strategies for Students with ADHD: Ideas to Help Every Child Shine Your child’s teacher is your partner in a fair and equitable education, but does she have the ADHD tools she needs? The following ADHD teaching strategies will help all students — but especially those with ADD — learn to the best of their ability in any classroom.

By ADDitude Editors, Chris Zeigler Dendy, M.S. Verified Medically reviewed by ADDitude’s ADHD Medical Review Panel Updated on August 25, 2021

Parents: Is your child’s teacher doing everything possible to support learning? Teachers often dictate the success or failure of a child’s education — particularly if that child has attention deficit hyperactivity disorder (ADHD or ADD).

Next to parents, teachers are the most influential people in a student’s life. The best teacher will develop ADHD strategies to show students that they are capable and worthwhile.

Here are some strategies for teaching children with ADHD that work to establish a supportive, structured classroom that will encourage learning, enforce discipline, and boost self-esteem.

Strategies for Students with ADHD • Assign work that suits the student’s skill level. Students with ADHD will avoid classwork that is too difficult or too long.

• Offer choices. Children with ADHD who are given choices for completing an activity produce more work, are more compliant, and act less negative. Establish, for instance, a list of 15 activity choices for practicing spelling words like writing words on flash cards, using them in a sentence, or air-writing words.

[Get This Download: How to Teach Children with ADHD — Classroom Challenges & Solutions] • Provide visual reminders. Students with ADHD respond well to visual cues and examples. For instance, demonstrate a skill like essay writing on an overhead projector or on the board. When children get to their independent work, leave key points about a topic visible on the board. Post important concepts the children will use again and again on brightly colored poster board around the room.

• Increase active class participation. Group strategies include asking students to write their answers on dryerase white boards and showing them to the teacher,

asking students to answer questions in unison (choral response), having students give a thumbs up or down if the answer to the question is yes or no — a level palm, if they don’t know the answer. Paired learning is also effective. Have students work through a problem in a group and discuss for maximized understanding.

• Encourage hands-on learning. Create learning opportunities where children experience things firsthand. Have students write and act out a play, record an assignment on videotape or take apart and put together a model of a miniature eyeball when studying the human body.

Establish Rules & Routines for ADHD Students • Post classroom rules for student with and without ADHD. With input from students, establish short, simple classroom rules. State them in positive terms that convey what you want students to do.

• For example, instead of saying: “No loud talking when you come into class,” say, “When you come into class, check the assignment on the board and start working quietly.” Or, “Sit down first and then you may talk quietly with your neighbor until I start teaching.”

[Click to Download: 10 Teaching Strategies that Help Students with ADHD] • Establish classroom routines. This will help students with ADHD stay on task. Routines for all students can include: homework always being written on the board, “row captains” checking to see that assignments are written and that completed work is picked up, etc. Students with ADHD can check in with the classroom aide at the end of the day to make sure they understand the homework assignment and what’s required of them.

• Give appropriate supervision to ADHD students.

Children with ADHD require more supervision than their peers because of their delayed maturity, forgetfulness, distractibility, and disorganization. Help these students

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by pairing them with classmates who can remind them of homework and classwork, using student partners to team up on a project, and involving classroom aides as much as you can during and after class.

Offer Accommodations for ADHD in the Classroom Some students with ADHD may need school accommodations to address academic challenges. Make sure they get them. Some accommodations can be as easy as monitoring the student’s work and developing a plan to help him not fall behind and even accepting the occasional late assignment — this can give the student confidence and get her back on track.

Other common ADHD accommodations include: • Extended time on tests • Shortened assignments • Instruction in note-taking or designating a class notetaker • Segmented assignments for long-term projects (with separate due dates and grades).

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The Attention Deficit Disorder Association (ADDA) makes the following recommendations for accommodations: • Reduce potential distractions. Always seat students who have problems with focus near the source of instruction and/or stand near student when giving instructions in order to help the student by reducing barriers and distractions between him and the lesson. Always seat this student in a low-distraction work area in the classroom.

• Use positive peer models. Encourage the student to sit near positive role models to ease the distractions from other students with challenging or diverting behaviors.

• Prepare for transitions. Remind the student about what is coming next (next class, recess, time for a different book, etc.). For special events like field trips or other activities, be sure to give plenty of advance notice and reminders.

Help the student in preparing for the end of the day and going home, supervise the student’s book bag for necessary items needed for homework.

• Allow for movement. Allow the student to move around or fidget, preferably by creating reasons for the movement.

Provide opportunities for physical action — do an errand, wash the blackboard, get a drink of water, go to the

bathroom, etc. If this is not practical, then permit the student to play with small objects kept in their desks that can be manipulated quietly, such as a soft squeeze ball, if it isn’t too distracting.

• Let the children play. Recess can actually promote focus in children with ADHD so don’t use it as a time to makeup missed schoolwork or as punishment as you might for other students.

Focus on the Positive • Establish a positive relationship with students who have ADHD. Greet them by name as they enter the classroom or when calling on them in class. Create a class bulletin board for posting students’ academic and extracurricular interests, photographs, artwork, and/or accomplishments.

• Provide frequent, positive feedback. Students with ADHD respond best to feedback that is immediate. Use positive praise, such as “You’re doing a great job” or “Now you’ve got it.” If a student’s answer is incorrect, say, “Let’s talk this through” or “Does that sound right to you?”

• Ask questions rather than reprimand. If the student misbehaves, in class, ask, “Is that a good choice or a bad choice?” The student will get the message that his behavior is inappropriate.

Partner with Parents For best results, teachers must partner with the parents to ensure that their child is ready to learn in the classroom.

Here are some guidelines to share with the parents of your students with ADHD: • Communicate regularly with the teacher about problems.

• See that your child’s ADHD medication is working effectively at school and during homework sessions.

• Help your child organize papers for evening homework and prepare for the next school day.

• Watch your child put completed homework in the proper folder.

• Monitor completion of work in the classes that he is in danger of failing.

• Save all completed homework until the semester is over.

• Talk with the teacher about using a daily or weekly report, if needed.

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KES Curriculum Support Team For more information about anything covered in the magazine, or general information about learning support, please contact: King Edward VI School SENDCO Mrs Ramshaw znr@kes.hants.sch.uk