[senco-forum] Y7 non reader

Hello

I have taught a number of non-readers in the upper school - where we used to 
get them in year 9! - plus a core of anything up to 60 students in year 9 
who would have a reading age of below 10.5yrs too.

I have always worked on the principle that no 13 year old wants to see 
ANYTHING that vaguely resembles anything that looks like lower school 
materials which is why I like the Carron library so much - you could select 
age appropriate content - otherwise it's make your own materials time. 
Autoskills was also very successful with those who preferred the phonic 
route.

I have to say that it only worked - like anything did - with those who truly 
wanted to read - I would get some - particularly from the travelling 
community who would argue that their parents manage fine without it - and 
they would too - and one of them pointed out that it was - on occasions 
better not to be able to read the various bits of paper to them by 
officials!

To access the curriculum they have needed tools like software that will read 
to them - wordbar - wonderful piece of software and predictive writing 
software.  A couple went the voice recognition route with Dragon - and that 
was with version one that was a lot harder to use than version 8.

I used to do a fair old bit of writing "books" for them to work with on 
whatever they were interested in.

I can also recommend that you look at reading books designed for ESOL 
students, which are invariably age appropriate, and generally organised in 
levels from one upwards.

BUT with the right software you will go a long way.
----- Original Message ----- 
From: "Amanda" <amandavh at btinternet.com>
To: "lucy grimme" <lucy.grimme at btinternet.com>; "Bill Graham" 
<williamgraham at blueyonder.co.uk>; "senco-forum" 
<senco-forum at lists.becta.org.uk>
Sent: Sunday, March 04, 2007 6:12 PM
Subject: Re: [senco-forum] Y7 non reader

> Hello
>  I agree that it seems terrible that someone has had 7 years of teaching 
> and still cannot read - but I've got a pupil who has just that problem.
>  The primary school did an excellent job in improving his receptive 
> lanaguage skills.  Backtracking, we estimate he came to school at 5 
> working at P4 or below.  He has now got receptive language skills in Level 
> 1.  But most of what he was taught about literacy was beyond him when he 
> was exposed to it.  We are actually using PiPs with him.
>  Where do other people get advice about for a pupil like this?
>
>  Amanda
>  Secondary SENCO
>  Cornwall
>
> lucy grimme <lucy.grimme at btinternet.com> wrote:
>  This is becoming increasingly frequent. students who cannot read
> cannot access the national curriculum at KS3. We have to take into
> account that these students have had 7 years primary education trying
> to teach them to read and the child will be fed up with basic literacy
> training and this will have affected the student's self esteem and
> confidence. what you provide depends upon what you can afford to
> provide. some subject teachers are better than others at including
> non readers in their lessons; find out which teachers are sympathetic
> and do not withdraw from there. one of my non readers copies from
> the board and takes part in lively discussions in one subject area but
> he can independently read and write nothing. LSA support in this
> lesson has actually proved disruptive and has been withdrawn. Your
> child will have some strengths, find out what they are and build on
> them. We are in the very fortunate position of having an on site
> working farm, this suits many children but not all and is a very
> expensive resource as students still may require 1:1 adult supervision
> for health and safety reasons.
> Consider creating a vertically grouped class of similar students who
> do not attend some mainstream lessons but who follow 'project' work
> which is cross curricular and develops communication skills (consider
> ASDAN model even though this is for older students).
> Statements that say '15 hours support' usually imply that LSA support
> in mainstream lessons is adequate. we should all be fighting for a
> completely different/alternative curriculum for such students so that
> they can achieve, succeed and enjoy school instead of facing failure
> every day because somebody is telling them that the National
> Curriculum is good enough for them. It isn't.
>
> ----- Original Message ----- 
> From: "Bill Graham"
> To: "senco-forum"
> Sent: Sunday, March 04, 2007 3:44 PM
> Subject: [senco-forum] Y7 non reader
>
>
>
> ----- Original Message ----- 
> From: Bill Graham
> To: senco-forum
> Sent: Saturday, March 03, 2007 12:29 PM
> Subject: Y7 non-reader
>
>
> Dear All
>
> We have in our Y7 a lad whose RA is virtually non existant.
> Conseqently he's struggling in the majority of curriculum areas. He
> has a TA and his statement says he needs 15 hrs of support and he
> doesn't do French, going to our SEN tutor instead for 3 lessons.
>
> His mum was quite upset (naturally) after parents evening due to the
> comments mainly about his behaviour. I have a review coming up next
> week. What do other secondary schools to do help similar pupils?
>
> Lorraine
>
>
> -- 
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>
>
>
>
>
> Amanda
> Secondary SENCO
> Cornwall
> 