[senco-forum] [SENco-forum] reading recovery

Like below -
Nice one
Stuart

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
SEN at tringham.net
Sent: 19 May 2008 19:07
To: Becta Senco
Subject: Re: [senco-forum] [SENco-forum] reading recovery

While this RR maybe pose problem for tutors with the amount of
unlearning it creates, the problem does not just originate with RR.

 Well meaning teachers, reading buddies, parents and family are equally
likely to promote a whole mish mash of approaches to reading and often,
with children with undiagnosed dyslexia, purely in desperation to try
and get the child to connect to text. 

In an attempt to get the phonetics or whole word across can be heard to
say 'What does it start with? 'c' -so it must be cat because there is a
cat in the picture'.  This then prompts the child to scan pictures in
vain for other clues etc etc. Similarly running a finger under words and
so good for normal early readers can be a real problem for auditory
dyslexia or APD where they process sound slowly and are hearing the
sound for one word while the finger is pointing g to the next word
already!  Great!

I was told off for teaching phonics to my child and then using a
phonetic way of reading. She could read -ergo it hadn't worked &
therefore she must be a whole word reader. During our 7 years together I
had run the whole gamut of reading strategies - starting with lovely
clean phonics before reading was ever attempted and all in vain.  She
was as unable to cope with phonics and then blending as she was ill
equipped to deal with whole words. The tutor, a great one as it turned
out in the end, at least had the grace to apologise when she realised
the extent of the difficulty.  ICT helped to make the best inroads to
reading with TextHELP being used to type and this improved spelling no
end.

Time spent reading with children with no SEN works.  They seem quite
immune to how we choose to teach them and just learn to read.  A US
study found merit in both whole word and phonics and said that a mixture
of both works best.  So spending time with slower, or GLD learners via
RR or anything else with 1:1 input ( or ICT using Eddie's Electronic
library) will work. 

Where the system always breaks down is for the unlucky 20-25% where
dealing with phonics/blending/consonant clusters 'str' or 'tion', or,
abstract whole words - 'was/are' is difficult and where context in
dictation sentences has to be used to learn and then these broken back
down to individual words in isolation. 

Not sure how this scheme got to be pushed to the fore by government.

Sharon

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