2010 Volume 21 Number 2

The Journal of The Dyslexia Guild Spring 2010 Volume 21 Number 2 In this issue Shared Reading, Guided Reading and the Specialist Dyslexia Lesson From the Archives: How Words Work Dyslexia Review Spring 2010, Volume 21 Number 2 Dyslexia Review The Journal of the Dyslexia Guild Editorial Contents I have recently been privileged to be able to work in secondary schools on a Dyslexia Action literacy project. I met some very page hard working staff and terrific children which will probably form the basis of an article next year. I was impressed with the 4 Shared Reading, Guided Reading and varied use of IT resources whilst at the same time exasperated by it. How do you cope with these laptops? You set one up and the Specialist Dyslexia Lesson then the battery dies. You find a lead but there isn’t a power by Anne McLoughlin socket anywhere nearby and so a further hunt for an adaptor ensues. Then you try the headphones. Then the microphone! 6Wendy Fisher – obituary Getting through these barriers requires the patience of a saint and I applaud you all for persevering. 7 The Illusion of Learning I have included three archive articles for this edition which I by Steve Chinn hope will be revisited with interest as I look back over my time as editor. Symptom Validity Testing in Dyslexia Assessment 11 From the Archives: Symptom Validity by Elaine Chamberlain was first published in the Spring 2006 Testing in Dyslexia Assessment edition. At the CPD conference we held last year it became by Elaine Chamberlain apparent that this topic was an important issue for assessors and so here is a second chance to access it. 16 Personalised Strategies for Effective The second article is The Elegant Mark by Fiona Hover. I Study have included this again as it is just so good and one of my all by Ginny Stacey time favourites. The third article, How Words Work by Wendy Goldup, needs 19 Dyslexia Action Literacy Models – no recommendation from me. The current Dyslexia Guild Embedding Good Practice members will love it just as much as we did in 2003. by Margaret Rooms Lesley Freedman and I would like to thank all members for 22 From the Archives: The Elegant Mark their support and loyalty over the years. We have greatly by Fiona Hover enjoyed working with you. Margaret Rooms 24 GL Assessment Launches Research into Post-16 Dyslexia by Sue Thompson Editor: Margaret Rooms 25 From the Archives: How Words Work Editorial by Wendy Goldup Committee: Steve Chinn Estelle Doctor Anne Sheddick 32 Is the Writ a Safe Test? Margaret Snowling by Barry Johnson Executive 33 Psych’s Corner Editor: John Rack 34 Book Reviews Dyslexia Review is published three times a year by Dyslexia Action Cover: Misty – because she makes you feel Park House, Wick Road, Egham, Surrey, TW20 0HH better T 01784 222 300 www.dyslexiaaction.org.uk ©Dyslexia Action 3 Dyslexia Review Spring 2010, Volume 21 Number 2 Shared Reading, Guided Reading and the Specialist Dyslexia Lesson Anne McLoughlin Shared and Guided Reading are part of the rich reading meanings and response. Through sharing texts the child curriculum in primary classrooms which also includes learns to participate in reading; both through individual reading aloud to children and independent reading. Each responses and by sharing in a collective response to the has a specific role within the overall picture but all should text. Secondly, shared reading provides multiple contribute to children developing as independent readers. opportunities for teaching early reading behaviours eg The specialist dyslexia lesson should also be seen as part concepts of print, which are important for children with of the reading curriculum and not separate from it. The English as an additional language and for children whose pedagogical practices of guided and shared reading have experience of books is limited. Thirdly, shared reading, been drawn up by researchers based on the concept of on carefully selected occasions, provides opportunities Vygotsky’s Zone of Proximal Development. Vygotsky to focus on the application of decoding skills as defined (1978) maintained the child follows the adult’s example and in the Simple View of Reading (Rose 2006). And fourthly gradually develops the ability to do certain tasks without shared reading can be a vehicle for understanding of help or assistance. He called the difference between what what is being read. a child can do with help and what he or she can do without guidance the zone of proximal development. Clay’s (1993) Shared reading may focus on needs indicated in principles that reading can be frustrational, instructional or assessment. With this instructional technique students independent are also fundamental to the practices of have an opportunity to gradually assume more shared and guided reading. This can be indicated responsibility in reading the text as their skill level and according to the following criteria. If a child is reading with confidence increases. Shared reading provides a safe accuracy below 90% it is frustrational, if they are reading environment for students to practice reading behaviours with accuracy between 90-94% it is instructional and of proficient readers. Dyslexic readers could have between 95-100% it is independent. additional support for the shared reading session, for example they could have the book in advance of the Shared Reading group to become familiar with it. Shared Reading is an instructional approach to reading where the teacher explicitly models the skills and Guided Reading strategies of proficient readers. It is based on research Guided reading is taught to children in small groups of by Holdaway (1979) and is a collaborative learning between two and six children. When the teacher leads activity that emulates and builds from the child’s on this session, the other children in the class work experience with bedtime stories (Parkes 2000). In independently. Children are grouped on the basis of their classrooms, Shared Reading sessions typically involve a reading ability and each child has their own text based teacher and the whole class or sometimes a group sitting on the group’s reading level (90-94% accuracy). This together to read carefully selected enlarged texts either means that the children should have difficulty with no as a Big Book or on the interactive whiteboard. The text more than one word in 10, so that the comprehension is is enlarged to enable children to see as well as hear the maintained and reading does not become a struggle. text. Books used for shared reading can be fiction, Prior to the session the teacher will have selected poetry and nonfiction. The teacher models fluent text, specific reading strategies on which to focus, determined expressive reading, and the use of effective strategies by the needs of the children. Schools may use the PM and encourages a response to text. Shared reading Benchmarking Kit to carry out running records and enables children to access and enjoy texts that are provide a starting point for instruction but assessment is slightly beyond their independent reading level. Sessions ongoing and the teacher decides on the movement of are generally planned into a sequence and involve children between groups. The teacher selects from the reading and re-reading for different purposes. Shared school’s resource of books organised into ‘book bands’. reading can also be done in small groups. The purpose of shared reading is to provide children with an enjoyable The teacher leads the session, preparing the children for experience, introduce them to a variety of authors, reading, reinforcing reading strategies and giving illustrators and types of text to entice them to become a focused attention to individuals so they can read reader (Parkes 2000). independently. The aim of the guided reading session is to encourage and extend independent reading skills. The DCSF (2007) outlines the functions of shared reading as being firstly to induct the child into story 4 Dyslexia Review Spring 2010, Volume 21 Number 2 Sequence for Guided Reading way words and letters sound when spoken. Introduction to the text This ongoing assessment allows the teacher to set specific targets to move children to the next level of Teaching Strategies books. Independent Reading Return to the text Both Shared Reading and Guided Reading have some Response advantages for the dyslexic reader. In Shared Reading their reading is scaffolded and supported by teachers and peers, the environment is safe allowing the pupil to In the book introduction, the adult works with the group gradually assume responsibility as their skill increases. to prepare the children about the type of book they are There can be opportunities to use enlarged texts to going to read. The teacher will provide support by demonstrate the skill of applying phonic knowledge and reading the title, talking about the type of book and blending of phonemes to read words as long as they looking at pictures and if necessary highlighting difficult match the children’s current state of phonic knowledge. If new words or unfamiliar concepts. a child is having a specialist dyslexia lesson, the class teacher could use the shared reading session to In the Teaching Strategy Check, the adult works with encourage the child to use the phonic knowledge that the group to review specific reading strategies that the they are confident with in the structured lesson. It does children have been taught and remind them to use them of course require that there is communication between when reading. all those involved in the child’s reading experiences. In the Shared Reading session the dyslexic reader may be In Independent Reading, children read the book at their able to demonstrate that they have strengths using other own pace.

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