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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 on decoding
    • high absenteeism
    • passive processes
    • lack initiative
  • 4. Fluent Vs Impaired 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
    Engaging Struggling Readers See Powerpoint Engaging Struggling Readers
  • 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
      • is based on the philosophy that all children can learn given the right conditions.
      • seeks to address the needs of hardest to teach students by linking effective teaching pedagogy with an understanding of the precise difficulties experienced during their struggle to be competent readers.
      • believes that the challenges of bringing about successful outcomes for these children is achievable and critical.
      • Challenges the system to invest knowledge and resources through deeper recognition of the problem
  • 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:
    • establishing a professional development culture
    • developing a whole school literacy plan and 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 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
  • 18.