[senco-forum] ARROW

Great. I think I will  give it a go. I always thought that ARROW was very good for self esteem and, once you have a bit of practice with the Coomber, you certainly can do interesting things.  I once met someone who had used ARROW to help a friend who had suffered a stroke and several people who used it with HI pupils.
I have always been a bit suspicious of the computer version but you have encouraged me to try it.
Thanks 

Luisa 

To: luisapinnell at hotmail.com; senco-forum-request at lists.becta.org.ukSubject: Re: [senco-forum] ARROWDate: Mon, 19 May 2008 17:06:34 -0400From: maggiechessher at aol.comI have recently used the updated computer based version of Arrow with 2 pupils with statements (Sp.L.D.  and MLD) to good effect, despite my initial, um, lack of enthusiasm!  It has also been used very successfully with groups of pupils of varying ability levels. Apart from the progress in literacy there have been big changes in confidence and attitude to learning by some pupils. It has also been used recently with adults with mental health issues, again bringing about changes in self-esteem because of impact on reading / spelling.The programme can now  be loaded onto computers /laptops and most children will be able to work fairly independently - another benefit for children who often rely on a good deal of support.Maggie Chessher-----Original Message-----From: Luisa Pinnell <luisapinnell at hotmail.com>To: maizie2004 at yahoo.co.uk; senco forum <senco-forum at lists.becta.org.uk>Sent: Mon, 19 May 2008 21:18Subject: Re: [senco-forum] Reading Recovery

Hi 
A.R.R.O.W. stands for Aural-Read-Respond-Oral-Write and it is a self-voice taped 
technique devised by Dr Colin Lane.  Originally a HI teacher, he devised this 
technique which is based on the principle that you learn  more effectively if 
you can hear your own voice rather than the teacher's. it is a 1-1 intervention 
and it requires the use of a record player (Coomber) with a silent pause button. 
The tutor 'models' a sentence or a word, the student repeats it. You record the 
student's voice. The silent pause button enables you to edit the recording, so 
you get the 'perfect utterance'.  You then use the recording as a basis for 
reading and dictation exercises. 
It has been going on for quite a longtime (over 30 years) and they are now using 
IT(CDRom) to deliver the programme.
I trained as an ARROW tutor in the ealy 90s. I still use it sometimes if I want 
to give someone a boost. It is amazing to see their faces when they listen to 
the tape and realise that it is them, reading like they have never read before. 
I have had some good results with it but it is very labour intensive and takes a 
lot of time.

I agree with  you that synthetic phonics is a v. good way to start, but as you 
pointed out by the time they get to secondary school they  have picked up a lot 
of faulty  habits, some are very scared of print and a few have been quite 
seriously affected by years of failure, so they don't see reading as an 
enjoyable activity but an ordeal. That's why I think that they also need paired 
reading schemes where they can read with a partner, and guided reading where 
they can just listen to someone read and enjoy the story line. Especially pupils 
whose parents/ carers are non-readers and have seldom experienced reading for 
pleasure outside the school setting.
Luisa> Date: Mon, 19 May 2008 18:26:02 +0000> From: maizie2004 at yahoo.co.uk> 
Subject: Re: [senco-forum] Reading Recovery> To: lucass at loretto.com; 
senco-forum at lists.becta.org.uk; luisapinnell at hotmail.com> > > What is 
A.R.R.O.W., Luisa? > > I ask because I am using AcceleReadAcceleWrite (ARAW) 
with a child and am wondering if you mean that, or something completely 
different!> > I agree with you that there isn't a 'miracle cure' for EVERY 
child, but I have found, so far, that basing instruction on synthetic phonics 
PRINCIPLES i.e filling in gaps in letter/sound correspondence knowledge and 
emphasising sounding out and blending all through the word, for reading, and 
segmenting words into their component sounds for spelling, has worked very well 
for nearly all the children I have worked with. The biggest problem with I find 
with secondary children is not teaching the correspondences and the sounding out 
etc. but eradicating the faulty habits they have used over the previous 5 or 6 
years; guessing words, looking for words within words, not paying close 
attention to the orthographic information within a word and a pathological fear 
of multisyllable words, which causes them to panic at the sight of one! > > 
Working within the parameters of the SP principles I might have to explore 
different ways of working with children with specific difficulties, but it is 
the most successful approach that I've found.> > Maggie> > --- On Mon, 19/5/08, 
Luisa Pinnell <luisapinnell at hotmail.com> wrote:> > > > > Incidentally has anyone 
ever tried A.R.R.O.W.? and if so> > what is your opinion?> > > >> > > 
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