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    Presentation Dyslexia - Sounds Write

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    Anonymous ZKK5TSP
    This document discusses the Sounds~Write program, a structured synthetic phonics program for assisting with phonological processing and awareness. It teaches blending, segmenting, and manipulating sounds in words using a scripted curriculum. The program has been shown effective according to the Rose Report. The document proposes offering the program at Sacred Heart College to bridge reading and writing gaps for students diagnosed with dyslexia who have not received explicit phonics intervention, as required under new diagnosis guidelines. It outlines a process for administering the intervention after school or before school with families' responsibility and Learning Support managing referrals in consultation with relevant staff.

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    Presentation Dyslexia - Sounds Write

    Uploaded by

    Anonymous ZKK5TSP
    109 views8 pages
    This document discusses the Sounds~Write program, a structured synthetic phonics program for assisting with phonological processing and awareness. It teaches blending, segmenting, and manipulating sounds in words using a scripted curriculum. The program has been shown effective according to the Rose Report. The document proposes offering the program at Sacred Heart College to bridge reading and writing gaps for students diagnosed with dyslexia who have not received explicit phonics intervention, as required under new diagnosis guidelines. It outlines a process for administering the intervention after school or before school with families' responsibility and Learning Support managing referrals in consultation with relevant staff.

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    Presentation Dyslexia - Sounds ~Write

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    Presentation Dyslexia - Sounds ~Write.pptx

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    This document discusses the Sounds~Write program, a structured synthetic phonics program for assisting with phonological processing and awareness. It teaches blending, segmenting, and manipulating sounds in words using a scripted curriculum. The program has been shown effective according to the Rose Report. The document proposes offering the program at Sacred Heart College to bridge reading and writing gaps for students diagnosed with dyslexia who have not received explicit phonics intervention, as required under new diagnosis guidelines. It outlines a process for administering the intervention after school or before school with families' responsibility and Learning Support managing referrals in consultation with relevant staff.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    109 views8 pages

    Presentation Dyslexia - Sounds Write

    Uploaded by

    Anonymous ZKK5TSP
    This document discusses the Sounds~Write program, a structured synthetic phonics program for assisting with phonological processing and awareness. It teaches blending, segmenting, and manipulating sounds in words using a scripted curriculum. The program has been shown effective according to the Rose Report. The document proposes offering the program at Sacred Heart College to bridge reading and writing gaps for students diagnosed with dyslexia who have not received explicit phonics intervention, as required under new diagnosis guidelines. It outlines a process for administering the intervention after school or before school with families' responsibility and Learning Support managing referrals in consultation with relevant staff.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    The key takeaways are that the Sounds-Write program is a structured synthetic phonics program that teaches blending, segmenting, and manipulating sounds in words. It has been shown to be effective according to the Rose Report.

    The Sounds-Write program is a high quality evidence based phonics program that teaches segmenting, blending, and manipulating sounds in words. It teaches the 26 letters and 44 sounds in the English language in a scripted, sequential pattern from basic to more complex words.

    According to the Rose Report, phonics work is important for developing writing and spelling skills. It is also essential for becoming a fluent reader and writer, and allows students to comprehend and compose text.

    Dyslexia – Sounds~ Write

    High Quality Evidence Phonics Program that assists with phonological


    processing and awareness.
    Structured Synthetic Phonics – 26 letters in the alphabet /44 sounds
    • Segmenting
    • Blending
    • Manipulating sounds in words
    • ( starts with Initial Code, Extended and Polysyllabic code)
    • The program teaches “all the key elements of conceptual understanding, factual knowledge,
    and the three essential skills of blending, segmenting and manipulation necessary for
    learning to read and spell” (Sounds~Write, 2018, para. 5).
    Evidence: Rose Report
    • http://www.sounds-write.co.uk/sites/soundswrite/uploads/files/56-d
    fe_report_on_sounds-write_Feb_2013.pdf

    • Rose report 2006 pg. 15 - 28[3].pdf


    • Rose report 2009 pg.41 - 55 [1].pdf
    • According to the Rose report (2006), phonic work is important:
    • As it is essential for the development of writing, especially spelling,
    • Is an essential element in order for a student to become a fluent reader and
    writer, and
    • Allows a student to comprehend and compose text.
    Features:
    • It is a mixture of direct and explicit instructions as
    the program is scripted that follows a curriculum,
    however the mastery level is 75%.
    • It is taught at brisk, structured and sequential
    pattern which sees basic words taught first
    making its way through to more complexed six
    syllable words;
    • It is aimed to be taught in such a way that it is
    engaging and interactive whilst allowing the
    learner to find the phonics activities enjoyable;
    • It has an array of stimulating lessons and
    resources;
    Why offer this a Sacred Heart College?
    • Main purpose is to bridge the gap in students' reading and writing.
    • However, we have a number of students at the College who were originally
    diagnosed with a Dyslexia reading difficulty under the old DSM-IV criteria and
    some of them have never received any explicit phonemic reading intervention
    also known as “Structured Synthetic Phonics” (SSP).
    • Under the new DSM-V guidelines, a Dyslexia diagnosis cannot be confirmed for a
    person until they have received at least six months intervention with an SSP
    programme. Therefore, some of our older students at the College will need to
    complete it should they need to make applications to SCSA in Year 12 for “special
    exam arrangements”. As a College, we communicate to families that it’s their
    responsibility and they need to go and pay to receive this sort of intervention for
    their child given the limited resources and timetable constraints to do this
    through the College. However, Learning Support can offer this to families on a
    needs basis before or after school each week.
    Link to older students who need intervention
    • https://docs.google.com/document/d/1D9SzOdw9cM-aZJ6z32-cc9ow
    zQYSfN6PwCyb5lJ8_Ms/edit?ts=5a178b2b
    We need a process!
    It is vital that staff and the community to have a process to
    follow to allow us to get through the students in a consistent,
    beneficial and sufficient timeframe.
    • Administered after school and before school.
    • Families’ responsibility.
    • Families are notified during a CAP review.
    • Start with the older students first who require intervention for SCSA purposes. (6months intervention).
    • Learning Support manage and make the referral. (in consultation with relevant Dean and Psych).
    • Limited timeframes and timetable constraints.
    • Offer other solutions.
    • Prioritise struggling younger students with large gaps in their Phonemic awareness and processing.
    • 6 months intervention
    In summary
    • Intervention is over a 6 month period.
    • If you know of student that you think would benefit from intervention
    communicate with Lisa and Simone first before committing to
    families!
    • Learning Support to case manage referrals.
    THANK YOU ☺

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