The Teaching Improvement Project

Course Content
Module 1 Reading an Introduction – The Big Picture.
‘Reading has the power to change lives. It plays an essential role in learning, securing a job and being an active and engaged member of society. Reading provides us with information, knowledge, and makes us aware of people and places beyond our immediate circles. Learning foundational reading skills supports wellbeing and can translate to a love of reading and literature. As so much of our world rapidly changes around us, learning to read remains one of the most essential outcomes of schooling’. (Education Queensland, 2023. Reading Position Statement.) What Will You Learn? In this module you will explore how reading has been taught in the past and what research and evidence has informed current recommended teaching models. You will explore the complexities of learning to read. Why learning to read is difficult and the impact that low levels of literacy have on society. What the Big 6 or 5 Pillars (National Reading Panel) How the brain learns to read (Stanilas DeHaene) Ehri’s Stages of Reading Development and understand the process of Orthographic Mapping and the Alphabetic Principle. Self Teaching (David Share) Key Reading Frameworks – The Simple View of Reading (Gough and Tumner), Scarborough’s Reading Rope (Hollis Scarborough), and The Four Part Processing Model (Seidenberg and McClelland) The key components of Structured Literacy and how this differs from previous approaches to teaching reading. At the conclusion of this unit of work we will dive deep into the teaching of reading through the lens of the Simple View of Reading’.
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Reading
The State Of Reading Today
The Science of Reading (SoR)
The Big 6 or 5 Pillars of Reading
How the brain learns to read
Ehri’s Stages of Reading Development and understand the process of Orthographic Mapping and the Alphabetic Principle.
Key Reading Frameworks (Simple View of Reading & Scarborough’s Reading Rope)
The Key Components of Structured Literacy
Module 2 – The Foundational Skills: Phonological Awareness, Phonemic Awareness & Phonics
In this module you will learn about the foundational word recognition skills of Scarborough’s Reading Rope and why their acquisition to a level of automaticity is essential to becoming a skilled reader. You will learn about the phonological and orthographical processing systems, how they develop and how they should be taught and assessed.
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Phonological Awareness and Phonemic Awareness
Research – Why phonemic awareness is a critical component of instruction.
Phonological and Phonemic Awareness Skills
The importance of clear and precise phoneme articulation
Lesson Planning and Structure
How Does Phonics Fit In?
The English Orthography, Australian English, Standard Australian English (SAE0.
The Alphabetic Principle, The Alphabetic Code, & Alphabetic Code Charts
4 types of phonics instruction – synthetic, analogy, embedded, analytic
Structured Synthetic Phonics – Teaching the word level reading through a systematic, explicit code-based instruction
Sight Word Lexicons, High Frequency Words and How to teach them!
The relationship of reading, spelling and writing
The characteristics of high-quality instructional materials
Decodable Texts and when to move on from decodables
How to assess, screen and use student data to inform teaching
Glossary of Terms
Module 3 – Reading Fluency
In this module you will explore the often overlooked but vital role that fluency plays in the development of a skilled reader.
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The Essential Components of Reading Fluency
Evidence based fluency instruction and strategies to support fluency acquisition
Assessing, Screening and Monitoring Fluency
Reading disfluency and struggling readers
Other Resources, Research and Further Professional Learning
Module 4 – Oral Language & Vocabulary
In this module you will learn how vocabulary develops, and how evidenced based vocabulary instruction can support language comprehension.
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How oral language development is the foundation of vocabulary development
Vocabulary Instruction: Why is it so important
Evidence Based Vocabulary Instruction – direct, explicit, effective
How to screen, monitor and assess oral language and vocabulary
How do we bet support our struggling readers – Vocabulary Instruction
Module 5 – Comprehension: The Skilled Reader
In this module you will explore the complex nature of the comprehension strand of Scarborough’s Reading Rope and build your understanding of the essential components required for skilled reading development.
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Meaning Creation, Mental models and Schemas
Layered Model of Effective Comprehension Instruction
Language Comprehension versus Reading Comprehension
The subskills of Language Comprehension
Process versus Product
What causes poor comprehension
Strategy Instruction Within Content Learning
Cognitive Overload and Instructional Considerations
Assessment and monitoring of Language and Reading Comprehension
Module 6 – Putting It Altogether: When Reading Science Meets Practice
In this module you will learn how a structured literacy approach to the teaching of reading can fit into a literacy block and how it can be supported across all Key Learning Areas (KLA’s). You will learn how and when different forms of assessment and screeners can be used to inform, monitor and measure student success.
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The reading and writing connection
Classroom routines
Lower and Upper Literacy Block examples
Multitiered Tiered Intervention/ Instruction
Identifying student needs and reading deficits
Monitoring Student Development and Measuring Success
How to Teach Reading
About Lesson

4 Types of Phonics Instruction

Phonics is the teaching of the alphabetic principle and the knowledge that different sounds (phonemes) are represented by written symbols (graphemes). It involves both visual and auditory skills.  There are 4 Types of phonics instruction, Analytic, Analogy, Embedded and Synthetic.

Analytic phonics 

  • Teaches children to associate letter sounds with whole words
  • Involves breaking down familiar words into smaller parts
  • Uses the analysis of text

Analogy phonics 

  • A branch of analytic phonics that focuses on teaching similar words to build vocabulary
  • Clusters words to help students learn and remember them

Embedded phonics 

  • Uses real-life texts to promote understanding of phonics conventions
  • Not recommended as the sole method of teaching phonics to young children

Structured, Synthetic Phonics (SSP)

  • Plans and sequentially presents phonics elements and teaches them explicitly
  • Implicit, incidental, or embedded phonics are not considered systematic phonics
  • Teaches children to segment sounds (phonemes) and then blend them to make words 
  • Starts with simpler sounds and moves to more complex sounds 
  • Key skills are blending &segmenting phonemes to develop word reading skills.

 

 

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