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  • 1. Addressing the Gap Reading Interventions for Struggling Grade Three & Four Students
  • 2. Introduction
    • Evidence of decline in reading achievement for some children around the age of 9-10
        • Few specialised interventions in place to address this systemic failure.
        • Beyond Reading Recovery, these children face a lonely battle to succeed.
    • There were attempts by committed teachers to personalise learning through focussed and targeted differentiation within their classrooms.
    • Future data will provide further evidence as to whether this mainstream approach is able to effectively meet the needs of at risk students.
  • 3. What are these students like
    • They are:
    • a diverse group
    • the majority are boys
    • disengaged
    • disruptive
    • lack self-management strategies
    • have low self efficacy
    • have trouble with text books
    • have trouble understanding in what is involved in tasks
    • feel distrustful of teachers
    • have a dependence of decoding
    • absent a lot
    • Extremely passive
    • Lack initiative
  • 4. Fluent Vs Impaired Readers
    • Engaging Struggling Readers
    • Left FMRI shows fluent reader: occipito-temporal region is activated, responsible for visual processing
    • Right MRI shows dyslexic reader: more sounding out in Brocas area in frontal lobe
  • 5. Overview
    • Without effective, specialised help, they are doomed
    • to school failure, illiteracy and severely limited life
    • chances. (Clay, M.M., and Tuck, B. 1991)
    • Our project
      • was based on the philosophy that all children can learn given the right conditions.
      • addressed the needs of hardest to teach students by linking effective teaching pedagogy with an understanding of the precise difficulties experienced by these children during their struggle to be competent readers.
      • Believed the challenges of bringing about successful outcomes for these children is achievable and critical.
      • Requires greater recognition by the educational system of the problem
      • Challenges the system to invest knowledge and resources
  • 6. Acknowledgments
    • Strengths
    • the commitment and collaboration of the team
    • the generosity of the schools and colleagues we visited.
    • access TPL (Teacher Professional Leave) which made our combined efforts possible
    • We also thank our own schools and students for allowing us to be absent for the duration of our study.
  • 7. Thanks
    • Schools visited:
    • Woodend -Andy Kozack and Bev Saddler
    • New Gisborne Suzanne Cooke and Jill Plumber
    • Our Lady of the Rosary Kyneton Anne
    • Mildura South - Marie Therese OLeary
    • Irymple South - Robyn Gallagher
    • Red Cliffs East Kim Ryan
    • Nichols Point Jo McQuinn
    • Holy Rosary Heathcote-Melanie
    • Heathcote-Michael Saunders
    • Spring Gully Ann Rochford
    • Camp Hill Jill Scobie and Sue Prentice
    • Tasmania-Louise Anders
    • Speech Therapist: Christine Sertori
    • SRA Rep: Di Mcpherson
    • Lioncrest Rep: Liz
    • Corrective Reading Tutor : Genevieve Hosking
    • Regional Officers
    • Sue Hinton
    • Helen Bandrowski (Catholic Education))
    • Pam Toose
    • Peter Nicolson
    • Anne Smith
    • Anne Baird
    • John Walsh
    • Rob Sbaglia
    • Philip Holmes-Smith
    • Tamara Downey
    • Andrea Chalmers
    • Yvonne Madden
    • Trish Priest
    • ERIK Tutors: Kim Cheep and Leonie
    • NAPLAN Documentation: Kangaroo Flat Brooke Benendick
  • 8. Proposal
    • Major factors identified as negatively
    • impacting on reading success for students in
    • Grades 3 /4
    • Inconsistency in teaching practices
    • Assessment
    • Teacher Capacity
    • Parental Involvement
    • Student self-efficacy / engagement
  • 9. Inconsistency in teaching practices
    • Is evident by:
    • Lack of Whole School agreement
    • Can be Addressed by
    • Establish a Professional and Development Culture
    • Whole school Literacy Plan with levelled scope and sequence charts
  • 10. Assessment
    • Is evident by:
    • Insufficient provision of support
    • Inadequate assessment materials
    • Can be Addressed by
    • Provision of appropriate diagnostic tools and support from administration
    • Whole School assessment schedule
  • 11. Teacher Capacity
    • Is evident by:
    • Ineffective models of pedagogy
    • Lack of differentiation
    • Lack of support for intervention beyond grade one
    • Lack of student accountability, task ownership and specific feedback
    • Can be addressed by
    • Opportunities to grow as a teacher in order to grow students
    • Coaching and mentoring
    • Targeted Professional Development
    • Structured Professional Reading
    • Instructional Leadership
    • Teacher Professional Leave
  • 12. Parental Involvement
    • Is evident by:
    • Parents less visible at school
    • Can be addressed by
    • Parent education
    • Parent involvement in classrooms with training
    • Continued emphasis on parent / school partnerships
    Introduction Reading Writing Speaking & Listening
  • 13. Student self-efficacy / engagement
    • Is evident by:
    • Poor motivation and reluctance to read
    • Can be addressed by
    • Additional Support
    • Accurate diagnostic assessment
    • Targeted direct teaching and practice
    • Teachers who engender a love of literacy in all students
  • 14. Effective Teaching
    • Six characteristics indentified in the more effective early years teachers .
    • PARTICIPATION - They ensured high levels of student participation
    • Attention
    • Engagement
    • Stimulation
    • Pleasure
    • Consistency
    • ORCHESTRATION - They can simultaneously orchestrate the complex demands of classroom teaching
    • Awareness
    • Structure
    • Flexibility
    • Pace
    • Transition
  • 15. Effective Teaching
    • DIFFERENTIATION They can target and differentiate their instruction
    • Challenge
    • Individualisation
    • Inclusion
    • Variation
    • Connection
    • KNOWLEDGE They are deeply knowledgeable about literacy learning
    • Environment
    • Purpose
    • Substance
    • Explanations
    • Modelling
    • Metalanguage
  • 16. Effective Teaching
    • SUPPORT They can support and scaffold learners at word and text levels
    • Assessment
    • Scaffolding
    • Feedback
    • Responsiveness
    • Explicitness Word
    • Explicitness Text
    • Persistence
    • RESPECT They can do all of this in classrooms characterised
    • by mutual respect
    • Warmth
    • Rapport
    • Credibility
    • Citizenship
    • Independence
  • 17. Learning Intentions WALT W e A re L earning T o