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Gravina, A 16453849

EDP140 Assignment 2

Student details

Name

Alice Gravina

Course

Bachelor of Education(Primary)

Unit details

Unit code

EDP140

Unit name

Assessment for Learning

Unit lecturer or tutor

Anne Mackay Jacqui Symons

Assignment details

Topic

Intervention Plan and Report

Due date

15th July 2012

Word count

2260

Extension granted

□x No □ Yes

Extension date

Is this a resubmission?

□x No □ Yes

Resubmission date

Declaration

I certify that the attached material is my original work. No other person’s work or ideas have been used without acknowledgement. Except where I have clearly stated that I have used some of this material elsewhere, I have not presented this for assessment in another course or unit at this or any other institution. I have retained a copy of this assignment. I have read and understand the Curtin University of Technology document Academic Integrity at Curtin: Student guidelines for avoiding plagiarism.

Name/signature

Alice Gravina

Date 15/7/12

ASSIGNMENT CHECKLIST

I have named my assignment correctly in the following style: Surname_Firstname_EDP140_Assignment2.doc

YES

I have put in my Surname and Initial into header of this document.

YES

I have used Times New Roman or Arial 11pt font, 1.5 line spacing and justified the text for my assignment.

YES

EDP140 Assessment for Learning - Assessment 2 – Intervention Plan and Report

Criteria

Possible

Mark

Unsatisfactory

Developing

Competent

Highly Competent

Mark

Student profile

4

Very brief outline, with little or no relevant information given

Satisfactory profile with some factors mentioned

Most aspects are mentioned

Detailed, succinct profile describing general abilities and circumstances and factors impacting on achievement

Identification and description of learning difficulty (initial meeting with teacher, parent, caregiver, other)

6

Brief, limited or inaccurate description of learning difficulty. Description of process unsatisfactory or missing. Limited or no references to readings. Limited or no connection to the Australian Curriculum. Limited, inappropriate or no student work samples/evidence included.

Satisfactory description of the learning difficulty. Satisfactory description of process. Minimal references to readings. Minimal connection to the Australian Curriculum. Some work samples/evidence included and some references to readings.

Clear description of the learning difficulty. Clear description of process. Appropriate references to readings and connection to the Australian Curriculum. Appropriate work samples/evidence included.

Clear and detailed description of the learning difficulty and how it was identified, including the processes used. A variety/wide variety of appropriate scholarly references used. Strong connection to Australian Curriculum. Variety/wide variety of student work samples/evidence included.

An account of the sessions with the child: how the learning need was assessed and analysed

12

Brief or limited description of sessions and how learning difficulty was assessed. Little or no connection to the curriculum; little or no reference to supporting theory. Limited/no work samples, observations with clear criteria, assessment evidence etc. (attached as appendices). Poor analysis.

Satisfactory description of sessions and how learning difficulty was assessed. Minimal connection to curriculum; minimal reference to supporting theory. Some work samples, observations with clear criteria, assessment evidence etc. provided (attached as appendices) Some analysis, but lacks depth.

Clear description of sessions and how learning difficulty was assessed. Appropriate connection to curriculum and reference to supporting theory. Appropriate work samples, observations with clear criteria, assessment evidence etc. provided (attached as appendices) with analysis.

Detailed, informed description of sessions and how learning difficulty was assessed. Strong connections to curriculum. Strong use of supporting theory and references. Variety/wide variety of student work samples, observations with clear criteria, assessment evidence etc., provided (attached as appendices) with detailed analysis.

Description of intervention plan and how progress will be assessed

12

Limited outline of the activities. Activities not specifically linked to the learning need. Limited description of specific objectives, learning outcomes, assessment tools to be used. Limited or no referencing to supporting theory/curriculum documents. Demonstrates an unsatisfactory understanding of concepts and the process.

Satisfactory description of activities to be carried out. Evidence of links to learning need. Satisfactory description of specific objectives, learning outcomes, assessment tools. Satisfactory reference to the curriculum documents and supporting theory. Demonstrates a satisfactory understanding of concepts and the process.

Activities outlined in sufficient detail. Clear inks to the learning need and curriculum documents. Clear description of specific objectives, learning outcomes, assessment tools. Arguments supported by appropriate references to theory. Demonstrates a clear understanding of concepts and the process.

Clear, detailed description of the plan and the activities to be carried out, including objectives. Well linked to the learning need and curriculum documents. Activities well sequenced and a variety/wide variety of assessment tools used. Demonstrates a strong/outstanding understanding of the process.

Plans for future learning

6

Limited reference to the learning that needs to occur next or in the future. Little or no reference to the curriculum documents. Little or no reference to supporting theory.

Some indication of plans for the student’s future learning. Satisfactory connection to curriculum documents. Some reference to supporting theory.

Appropriate indication of plans for the student’s future learning. Appropriate connection to curriculum documents. Appropriate references to supporting theory.

Clear, detailed indication of plans for the student’s future learning. Strong/very strong connection to curriculum documents. Strong references to supporting theory.

Standard of academic writing

6

Poorly presented/organised. Expression is unclear and generally lacks cohesion. Inadequate sentence structure. Frequent grammatical, spelling and/or punctuation errors. Incorrect length.

Satisfactory organisation/some deficiencies in structure. Presentation, grammar, spelling and/or punctuation need revision. Argument not developed in enough detail.

Organised appropriately and well presented. Minor errors in grammar, spelling and/or punctuation. Evidence of some additional reading.

High/outstanding standard of presentation. Fluent/concise expression. Minimal/no errors in grammar, spelling, punctuation. Evidence/strong evidence of critical thinking. Use of appropriate/wide range of additional readings.

APA Referencing

4

No references, few references, or major errors in references. Plagiarism evident. Little or no evidence of reading.

References inaccurate or incomplete. Minimal in-text referencing used, but with APA style being followed. Minimal additional reading.

Sound use of APA style throughout with appropriate in-text referencing, although may be some errors. Reference list presented according to APA standards.

Correct use of APA referencing style with no/very minor errors. Substantial use of in-text referencing from a variety/wide variety of sources.

GENERAL COMMENT

MARK/GRADE

PASS (25-29) CREDIT (30-34) DISTINCTION (35-39) HIGH DISTINCTION (40+)

Alice Gravina

16453849

EDP140 Assessment for Learning

Intervention Plan

CONTENTS

6Intervention Report

6Student Profile

7Identify Needs: Assessment 1

8Identify Needs: Assessment 2

9 Findings from Assessment Sessions

11Intervention Plan

11Lesson Plan 1 FOCUS: SIGHT WORDS

13Lesson Plan 2 FOCUS: STRATEGIES FOR UNFAMILIAR WORDS

15Lesson Plan 3 FOCUS: READING

17Lesson Plan 4 FOCUS: REVISION & RE-TESTING

18Recommendations

19References

21Appendix

Intervention Report

Eggen (2010, p.140) notes, “Teachers play a central role in identifying and working with students who have learning disabilities”.

McBurney-Fry (2002, p.33) teaches that each curriculum stage is a basis for the next, “each building upon previous knowledge and increasing in the degree of difficulty as students move from the beginning stages of learning to the more complex stages”. Assessment provides teachers with a measurement of factors contributing to learning and assists in planning. (McMillan 2010, p.8)

Student Profile

Maddison is one of 6 children and live with her mother and stepfather. Her mother describes her as happy, well organised and helpful. Mum notes that Maddison has had previous speech pathology and wears glasses for reading and close work. Maddison has struggled with reading since Kindergarten. Maddison is supported at home with daily reading practice.

Maddison is a keen athlete. She swims twice a week, plays netball for a school and club team, and has danced for 5 years, gaining high marks in Ballet exams. She is a learning to play the guitar, violin and has played the piano for 6 years. She is part of the Australian Girls Choir and participates in her school choir.

Maddison is a Year 5 student at Blessed John 23 Catholic Primary School, Stanhope Gardens, NSW. She has attended this school since the beginning of Kindergarten after completing 2 years at preschool and prep at another school.

In her recent report, (Appendix 1.1, 1.2) her teacher describes Maddison as a friendly cooperative class member, who is an attentive listener with a positive attitude.

Identify Needs

Assessment 1

Maddison’s first assessment was classroom observation followed by a group discussion with herself, her teacher and mother, discussing background information and forming the basis for the student profile.

Maddison was observed in her classroom during instructional time. She was an involved class member, showing enthusiasm towards her learning. Maddison was observed completing an oral reading assessment with her teacher. During this assessment, evidence of a literacy learning difficulty was evident.

Both Maddison’s mother and her teacher have noted that she has needs in the area of literacy, particularly in sounding out unfamiliar words to aid fluency. It is noted in her report (Appendix 1.1, 1.2) that Maddison seeks clarification of tasks when necessary.

In Year 1 Maddison was placed in a remedial reading class under mums request. The school deemed that, whilst her reading was behind her peers, it had not dropped to the standard that they would normally place in the remedial program.

Maddison enjoys reading however also recognises that she needs assistance in order to reduce her frustration in some situations.

Many studies have shown that often, teachers and parents attribute poor results to other contributing factors, rather than a learning difficulty. During assessment, there are two situations where this has taken place. Maddison received 2 years of speech pathology. During this time, the lag in her reading was attributed to this. In the time following Maddison getting glasses, her delayed learning was seen as a direct result of undiagnosed eye problems. Westwood (2001, p.26) warns that, ‘the problem with subscribing to this ‘deficit model’ of reading difficulty is that it lowers a teacher’s expectations of the progress a student might make if given extra assistance”.

Work samples were collected for analysis. (Appendix 2.1, 2.2, 2.3, 2.4)

Identify Needs

Assessment 2

From the initial assessment, those responsible for her daily education and instruction, acknowledge that Maddison struggles with areas of literacy. The Australian Curriculum refers to Literacy as “expanding the repertoire of English usage”. (ACARA, 2011) Literacy includes oral language, reading and writing. The curriculum notes the aims in Literacy is “to develop students’ ability to interpret and create texts with appropriateness, accuracy, confidence, fluency and efficacy for learning in and out of school, and for participating in Australian life more generally”. (ACARA, 2011)

The second assessment session was a structured assessment of Maddison’s current reading skills, accuracy and fluency, her comprehension skills and knowledge and application of phonetic strategies.

Maddison was assessed using the Neal Phonemic Screening Check, Johnson Basic Vocabulary Test and Sutherland Phonological Awareness Test, as these are what her teacher currently uses in the classroom. (NSW Department of Education & Training, 2009) Maddison was also assessed on high frequency words, letter sounds and non-words. (NSW Centre for Effective Reading) (Appendix 3.1- 3.9.4)

Findings from Assessment Sessions

Findings from the assessment sessions indicate that Maddison lacks phonological awareness and processing skills. Phonological awareness is defined by Westwood (2008, p.61) “the ability to understand that spoken words are made up from a sequence of several separate speech sounds produced in rapid succession”.

Testing showed that Maddison was able to recognise basic sight words and read them fluently in a passage. Westwood (2008, p.62) states it is “necessary for children to build up a vocabulary of words they know instantly by sight”.

Maddison’s difficulties identifying certain words in the testing can be attributed to a lack of letter combination blending and segmenting. Maddison often used the clue of the first letter or sound to “guess” the unknown word. Westwood (2001, p.30) instructs that students with phonological problems “experience great difficulty in acquiring and applying sound–symbol information to help them identify words”.

Year 4 curriculum requirements ACELY1691 require students to “Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing”. ACELA1779 also requires students to “Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters”

This includes use of phonological knowledge or vowel and consonant patterns and applying generalisations. Both of these curriculum areas are areas of learning difficulty for Maddison in which she will require structured teacher scaffolding to correct.

NSW Syllabus for Stage 3 learners RS3.6 requires “Uses a comprehensive range of skills and strategies appropriate to the type of text being read.” Maddison’s testing shows she is still mastering Stage 2 aims RS2.6 of “Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.”

Maddison depicted strengths in comprehension and in basic sight word recognition. Walker (2001 cited in Westwood 2001, p.33) discusses that commonly “problem readers seem to lose sight of the fact that what they are reading is supposed to make sense; so when it doesn’t make sense they make no attempt to self-correct”.

Maddison’s comprehension skills were found to be sound. She has mastered curriculum requirements for Year 4 ACELY1692 “Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts”. (ACARA, 2011)

Maddison also shows in her work samples from her homework that she has mastered Year 5 curriculum requirements for comprehension ACELY1703.

“Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources”. (ACARA, 2011)

This shows that Maddison’s lack of strategies to work out particular words has not hindered her ability to extract meaning from passages.

Work samples collected also support this difficulty. Spelling List Sample (Appendix 2.1-2.3) illustrates her lack of phonetic awareness.

A homework sample (Appendix 2.4) shows Maddison’s attempts to sound out words, however without correct use of strategies.

Intervention Plan

Following are 4 lesson plans devised for enhancing and enriching Maddison’s literacy development and should be conducted for half an hour, two per week.

“Periods of practice that are spaced or distributed over time appear more effective than a large amount of practice massed over a single period “. (Gredler, cited in Westwood 2008, p.15)

Lesson Plan 1 FOCUS: SIGHT WORDS

Lesson 1 revisits the prerequisite knowledge and skills that Maddison has already demonstrated, making sure these concepts are fully understood.

During assessment Maddison showed competent skills with single sounds and basic sight words. The Australian Curriculum explains that students “learn the letters of the alphabet and how to represent spoken words by using combinations of these letters”. (ACARA 2011)

As Maddison is confident in her ability with these letters, it provides a sound basis for starting her learning. Howe (1999, cited in Westwood 2004, p.63) has remarked ‘A lack of confidence in one’s capacity to do well, or a fear of failure, can impede a young learner just as effectively as an absence of knowledge or mental skills’.

Maddison is given a list of single letter sounds. (NSW Dept of Education & Training n.d, 102) (Appendix 4.1) and reads these sequentially to the teacher. She receives positive praise & reassurance as the teacher ticks her correct answers throughout the test. Letter tiles are used to form words and exchange letters to form new words eg Sand>and>Band. (NSW Dept of Education & Training n.d, p.72) (Appendix 4.2)

Manipulatives such as Flash Cards are commonly used as instructional tools as they provide the student with concrete ideas. Westwood (2008, p.38) notes that using multi-sensory media helps students assimilate and remember sight words.

Westwood (2008, p.63) notes that, “the key to building sight vocabulary is frequent exposure to important words and abundant practice in recognising them”.

Sight word flash cards (Learning Can be Fun, 2005) (Appendix 4.3) are used for the following matching activities:

· Print-to- print: Given a printed word find the same word from a set of printed words.

· Oral to Meaning: Given a Spoken Word, select a picture from a set of pictures.

· Oral to Print: Given a spoken word, select the printed word.

· Print to Oral: Given a printed word, name it.

(NSW Department of Education and Training n.d, p.58)

Errors that are made during the session are noted on a monitoring sheet (NSW Dept of Education & Training n.d, p.64) (Appendix 4.4), for revision in Lesson 2.

A set of these flash cards and an instructional sheet, is sent home with Maddison so that she can practice these, scaffolded by an adult, between sessions. “Maximum progress occurs when parents or others can provide additional support and practice outside school hours. “ (Westwood 2008, p.38)

Lesson Plan 2 FOCUS: STRATEGIES FOR UNFAMILIAR WORDS

Games, Sight Word Bingo and Snakes and Ladders, are played to revise the Sight Words from lesson 1. (Appendix 5.1) (NSW Department of Education and Training, 2009, p.60) Words Maddison is confident with are used for the first game. During the second game, words from the Monitoring Sheet from Lesson 1 (Appendix) are used.

Concentrating first on words that Maddison is confident with helps to maintain motivation. “Effective learning does not occur when the learner is under stress”. (Pound, cited in Westwood 2004, p.27)

During assessment Maddison lacked the strategies required to sound out unknown words. She showed a tendency to give up or entirely skip the word. This lesson concentrates on strategies for sounding out, blending, segmenting and onset and rimes.

Phonic awareness allows students to decode letter combinations in order to draw meaning from print. Westwood (2008, p.61) states that “letters and groups of letters represent specific speech sounds in fairly predictable ways”, which than then be decoded. With continual practice of this decoding, over time this becomes automated and the cognitive process is freed up for greater comprehension. Wheldall (2001, p.6) teaches, “when children can decode fluently and effortlessly, they can give all of their attention and mental capacity to understanding what it is that they have decoded”.

Maddison is then given systematic instruction as to how to apply each strategy, and in which situation to apply it.

1. Sounding out combinations of letters using picture cards E.g. “ar as in car” (NSW Dept of Education & Training n.d, p.82) (Appendix 5.2) and short and long vowels. (Learning is Fun, 2005) (Appendix 5.3) Adams & Henry (1997) state “Children need opportunities to sound out words even if this means they have to struggle”.

2. Blending of VC, CVC, CVC and CCVC words using blending cards. (Learning is Fun, 2005) (Appendix 5.4)

3. Segmenting words with letter tiles to make new words E.G. Bank>Bunk (NSW Dept of Education & Training n.d, p.107) (Appendix 5.5)

4. Onsets and Rime lists. (NSW Dept of Education & Training n.d, p.78) (Appendix 5.6)

Lovett & Steinbach (1997) refers to 4 decoding strategies; “word identification by analogy, seeking the part of the word you know, attempting variable vowel pronunciations, and “peeling off” prefixes and suffixes in a multisyllabic word”

Blending cards and worksheets (Learning is Fun, 2005) (Appendix 5.4-5.8) are used to concrete these strategies.

A phonics workbook (Learning Can be Fun, 2005) (Appendix 5.9) is given to Maddison at the end of this lesson for further revision of these skills between sessions. “Writing should feature as much as reading in early literacy interventions. Concepts about print can be acquired through writing as well as reading, and a great deal of phonic knowledge can be developed through helping children work out the sounds they need to use when spelling words.” (Westwood 2008, p.38)

Lesson Plan 3 FOCUS: READING

Matching game (Learning Can be Fun, 2005) (Appendix 6.1) of blended sounds as revision from lesson 2.

Lesson 3 applies learnt strategies to context.

Maddison is provided with a series of short texts to be used during the lesson. She is also given a “Cheat Sheet” of reading strategies for unfamiliar words. (NSW Department of Education and Training n.d, p.45) Strategies are revised as previously taught in her classroom.

1. Can I sound it out (apply strategies from lesson 2)

2. What word would make sense?

3. Is there a similar word known?

4. Read past the word to provide clues.

Hudelson (2011, para 9) states, “as they read, along with letters and sounds, children use their backgrounds and life experiences, story illustrations, the language of the stories,….. to figure out text”.

To maintain Maddison’s motivation, text was selected around her interests.

Text Selected:

· Song words. (Appendix 6.2) (To a song that Maddison has sung in performances, so would be fairly familiar with the words)

· The Illustrated Book of Ballet Stories (Newman, 2005) (Appendix 6.3) (To complement Maddison’s interest in Ballet)

· Scary Stories for Brave Boys and Girls (Milne, 2006) (Story written by an author that had recently spoken to Maddison’s school class and had inscribed a copy of the book for Maddison.) (Appendix 6.4)

The song word text is used in the lesson for modeled reading. The words are read to Maddison, using appropriate punctuation and grammar. Maddison follows on, and then reads the text out loud. Prompt card and correction procedures are used and reading rate is recorded so that Maddison can see personal progress. (NSW Centre for Effective Reading: Fluency n.d, pp.4-6) (Appendix 6.5) (Appendix 5.4) (NSW Dept of Education & Training n.d, p.37,45,50) (Appendix 6.6)

The Ballet story is used for Guided Reading where Maddison’s reading is scaffolded with prompts for the use of the revised reading and sounding out strategies.

The short story is used for Maddison’s independent reading, as revision of this lesson. Maddison uses a Reading record Sheet (NSW Dept of Education & Training n.d, p.46) (Appendix 6.7) to record each time she reads between sessions, and notes down any unfamiliar words that she was not able to decode.

Repeated reading of the same text helps to maintain interest and motivation. In theory, each time Maddison repeats the same text, it will become gradually easier. (Westwood 2004) Maddison is also encouraged to read this text to supportive family members who can prompt her if needed. “Importance has been placed on the role that a supportive family environment can play in fostering children’s development in literacy skills”. (Crawley & Merritt; Cullingford, cited in Westwood 2004, p.90)

Lesson Plan 4 FOCUS: REVISION & RE-TESTING

As Maddison becomes confident in executing the taught strategies and applying them to her reading, she will more competently read the text with fluency and accuracy. This accuracy provides intrinsic motivation and a sense of self-efficacy.

During the first half of the lesson, Maddison is given ownership for her learning and chooses to repeat an activity she has enjoyed and an area she feels she needs further revision and explanation for.

The second half of the lesson is re-testing to see if the lesson plans and subsequent revision have increased Maddison’s understanding. Initial tests are re-given under the same circumstances and in the same sequence and results compared for further planning.

Recommendations

Westwood states, “Daily instruction will achieve very much more than twice-weekly intervention”. (2008, p.37) Whilst this frequency is not always achievable to intervention extend on a daily basis at school, Maddison is encouraged to review and revise the methods taught in the above 4 lessons daily, under the supervision of a parent. “When parents support their child’s literacy and numeracy skills at home, much is achieved by reinforcing work from school and providing additional practice.” (Westwood 2008, p.36) This will complement her daily reading.

Maddison is also encouraged to use other medium around the home such as “newspapers, magazines, comics, correspondence, lists, labels, signs, catalogues and books of various kinds”. (Makin & Diaz 2002, p.119) Makin & Diaz cite Clark (1976) and note the importance of reading outside of school. “Reading and learning to read and not only the province of formal education settings, home and community contexts provide much impact on this process.”

Barratt-Pugh & Rohl (2000) warns, “Recording literacy progress by referring to set outcomes lists may provide some general guidance, but caution is clearly necessary because of the diversity of individual pathways to common outcomes”. Maddison will need frequent testing to ensure that progress continues to be made.

Parent/teacher communication of strategies and feedback will provide Maddison with a stable and consistent support whilst working towards accomplishment of curriculum outcomes, such as ACELY1691 and ACELA1779: learning and mastering phonic awareness and its application.

WORD COUNT: 2870

REFERENCES

Adams, MJ. & Henry, M. (1997) Myths & Realities about Words and Literacy. School Psychology Review. 26, 425-436

Australian Curriculum, Assessment and Reporting Authority (2011). The Australian Curriculum. Retrieved from www.australiancurriculum.edu.au

Barratt-Pugh, C. & Rohl, M. (2000). Literacy Learning in the Early Years. Crows Nest, NSW: Allen & Unwin

Department for Children, Schools & Family (2007) Letters and Sounds- Principles and Practice of High Quality Teaching Retrieved From

https://www.education.gov.uk/publications/eOrderingDownload/lettersandsounds_ph1.pdf

Eggen,P., & Kauchak, D. (2010). Educational Psychology- Windows on Classrooms (8th ed.). Upper Saddle River, New Jersey: Pearson Education.

Hudelson, Sarah. "Phonics in Bilingual Education." Encyclopedia of Bilingual Education. Thousand Oaks, CA: SAGE Retrieved from http://sage-ereference.com.ezproxy.une.edu.au/view/bilingual/n250.xml

Learning Can Be Fun Pty Ltd, (2005) Phonetic Development.

Lovett, M., & Steinbach, K. (1997). The Effectiveness of Remedial Programs for Reading Disabled Children of Different Ages: Does the Benefit Increase for Older Children? Learning Disability Quarterly, 20, 189–210.

McBurney-Fry, G. (2002) Improve your Practicum, A Guide to Better Teaching Practices. Katoomba, NSW: Social Science Press.

McMillan, J. H. (2010). Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (5th ed.). Boston, MA: Pearson Education.

Milne, C. (2006). Scary Stories for Brave Girls and Boys. Australia: McPhersons Printing

Newman, B. (2005). The Illustrated Book of Ballet Stories. London: Dorling Kindersley Limited

NSW Centre for Effective Reading: Vocabulary- Selecting Words to Teach (n.d) Retrieved from

http://www.cer.education.nsw.gov.au/professional-learning/middle-years/vocabulary

NSW Centre for Effective Reading: Fluency (n.d.) Retrieved from http://www.cer.education.nsw.gov.au/professional-learning/middle-years/fluency/fluency-strategies

New South Whales Department of Education and Training, (2009) From Assessment to Programming, retrieved from http://www.schools.nsw.edu.au/media/downloads/schoolweb/studentsupport/programs/disabilitypgrms/assessprogad.pdf

New South Whales Department of Education and Training, Programming and Strategies Handbook. (n.d.) http://www.schools.nsw.edu.au/media/downloads/schoolsweb/studentsupport/programs/disabilitypgrms/pshandbook.pdf

Westwood, P. (2001). Reading & Learning Difficulties: Approaches to Teaching and Assessment. The Australian Council for Education Research Ltd: Camberwell, VIC

Westwood, P. (2004) Learning and Learning Difficulties, A Handbook for Teachers. ACER Press Australian Council for Educational Research Ltd Camberwell, VIC

Westwood, P.(2008) What Teachers Need to Know about Learning Difficulties. Camberwell, Vic.: ACER Press Vic referenced from

Wheldall, AM. (2001) Ensuring that All Children Learn to Read, LDA Bulletin, 43, 1 Retrieved from http://www.ldaustralia.org/bulletin_reprint_july2011.pdf

APPENDIX

1.1 Maddison’s Report

1.2 Maddison’s Report

2.1Maddison’s Spelling



2.4Maddison’s Homework

3.1Neal Phonemic Skills Screening Test

3.2Single Letter Sounds

3.3Johnson Basic Vocabulary

3.4Sutherland Phonological Awareness Test

3.5.1Collecting Water



3.6.1 Judo & Kendo

3.6.2Judo & Kendo

3.6.3Judo & Kendo

3.7.1 Mum and the Frog

3.7.2Mum and the Frog

3.7.3Mum and the Frog

3.8.1Ben’s Snake

3.8.2Ben’s Snake

3.8.3Ben’s Snake

3.9.1Non-words

3.9.2Sounds

3.9.3High-frequency Words

3.9.4High-frequency Words

4.1Single Letter Sounds

4.2Manipulating Letters

4.3Flash Cards

4.4 Monitoring Sheet

5.1Word Recognition Games

5.2Picture Sound Cues

5.3Double Sound Cards

5.4Blending & Ends cards

5.5Manipulating Letters

5.6Rimes & Onsets

5.7Worksheet

5.8Worksheet

5.9Workbook

6.1Double Sound Cards

6.2 The Girl I Mean to Be Song Words

6.3The Illustrated Book of Ballet Stories

6.4Scary Stories for Brave Boys and Girls

6.5.1Partner Reading

6.5.2Correction Procedures

6.5.3Record of reading Rate

6.6.1Prompts

6.6.2Reading Clue Sheet

6.6.3My Progress record sheet

6.7My Reading Record

7Parent Permission form

Appendix 1.1

Maddison Pressler’s Report 2012

Appendix 1.2

Maddison Pressler’s Report 2012

Appendix 2.1

Maddison Pressler’s Spelling

Appendix 2.2


Appendix 2.3


Appendix 2.4


Appendix 3.1

New South Wales Department of Education and Training, 2009

Appendix 3.2


Appendix 3.3


Appendix 3.4


Appendix 3.5.1


Appendix 3.5.2


Appendix 3.5.3


Appendix 3.6.1


Appendix 3.6.2


Appendix 3.6.3


Appendix 3.7.1


Appendix 3.7.2.


Appendix 3.7.3


Appendix 3.8.1


Appendix 3.8.2


Appendix 3.8.3


Appendix 3.9.1

Department of Children, Schools & Family, 2007

Appendix 3.9.2


Appendix 3.9.3


Appendix 3.9.4


Appendix 4.1

New South Wales Department of Education and Training, n.d

Appendix 4.2


Appendix 4.3

Learning Can be Fun, 2005

Appendix 4.4


Appendix 5.1


Appendix 5.2


Appendix 5.3


Appendix 5.4


Appendix 5.5


Appendix 5.6


Appendix 5.7


Appendix 5.8


Appendix 5.9

Learning Can Be Fun, 2005

Appendix 6.1


Appendix 6.2

Appendix 6.3

Newman, 2005

Appendix 6.4

Milne, 2006

Appendix 6.5.1

NSW Centre for Effective Reading, n.d

Appendix 6.5.2


Appendix 6.5.3


Appendix 6.6.1


Appendix 6.6.2


Appendix 6.6.3


Appendix 6.7


Appendix 7

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