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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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