READING INSTRUCTION PROGRAMME

ASSESSMENT

A thorough interview identifying the issues and any previous attempts at solving them.  Diagnostic analysis of current reading patterns is fundamental to this.  Identification of the desired reading level.

UNLEARNING

This process identifies and removes the blockages caused by previous failure.  How they have prevented an effective reading process is explained to the learner.

FUNDAMENTALS OF READING

A sequence of custom one on one sessions focused on the mechanics of reading explains and demonstrates how text is used in day to day life.  

INTEGRATION

The final phase is to put the programme into practice with a current topic or project either from school, the workplace or even just a hobby.  Achievement of desired reading level.

early reader support programme

Function

Basic introduction to the purpose of home reading for junior classes.  What you can expect to be required from the home in support of the school programme.  What are we wanting to achieve.

Removing the Stress

What makes this stressful and how this can be avoided.  Reading behaviours, what to develop and encourage, what to avoid.  How to recognise what you are likely to see and how positive intervention is used.

Ensuring Success

How to introduce the techniques to create confident life long readers.  How to improve what is happening, monitoring and motivating the reading.  What success looks like.

The Home Programme

Working directly with your children apply the techniques and evaluate the effectiveness.  Group discussion reinforces the skills.  Observation and analysis of the interventions being used.

Advanced Tutor Training

THEORY

Sound understanding of the Anyone Can Read process is core to using the techniques.  Explore the reasons for reading failure and what is required in an effective intervention.

DIAGNOSTIC ANALYSIS

Fundamental to the Programme is the ability to identify what is happening in the reading process.  What to look for, what it means in practical terms ie. how each issue affecting the process is key to this section.

THEORY TO PRACTICE

When and how to intervene, the  analysis of the blockages and the prioritising of them for instruction.  The individualised programme is designed.  Learning vs Unlearning.

IMPLEMENtATION IN ACTION

Putting it into practice, real life examples - group discussion and guidance on the intervention plan.  Success achieved in the practice environment.  New techniques are demonstrated effective.

"I COULD SEE STRAIGHT AWAY THAT THIS PROGRAMME WAS DIFFERENT.  OUR SON WAS ENGAGED, INTERESTED WITH WHAT NOEL WAS TEACHING HIM AND HAVING FUN AT THE SAME TIME."

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