Great to have the opportunity to Go to the Multi Lit training at Gis Int. Going through the programme made me aware of the benefits of the programme how to teach the programme and how to get the resources
MultiLit Intervention:
This is a non-categorical approach while being an integrated model of effective literacy instruction.
Research conducted by both the American National Reading Panel and later the Australian National Inquiry into the teaching of literacy found that all children learn to read most effectively through explicit instruction in:
Phonemic awareness
Phonics
Fluency
Vocabulary knowledge
Comprehension
Those students with memory deficits do make progress, but at a different rate.
Word Attack Skills:
Level 1: single sounds and vc and cvc words.
Level 2: double consonant sounds – vcc and cvcc words
Level 3: consonant digraphs – cvcc, ccvc, ccvcc words
Level 4: final cc words
Level 5: Initial cc blends
Level 6: initial ccc blends
Level 7: cvc, cvc+e words
Level 8: letter combinations e.g. ee ea
Level 9: letter combinations e.g. oo ew
Level 10: r controlled letter combinations
Level 11: letter combinations/end letter sound
Level 12: r controlled letter combinations
Level 13: Cumulative review
Sight Words:
These are 20 lists of the 200 most common words in reading, minus any words that are phonemically regular. These are to be committed to long term memory for automatic (within 2 seconds) retrieval.
Reading:
This is based on the pause prompt praise method developed by Ted Glynn at Auckland University in the late 1970s with colleagues Stuart McNaughton and Vivianne Robinson. It is for use with low progress readers, not non readers. Choosing the ‘best fit’ books is a key element in the success of ‘reinforced reading’.
The PPP Tutoring Strategy of MultiLit Reinforced Reading
When a student makes an error or hesitates…
PAUSE:
For five seconds or until the end of the sentence before intervening.
If the student does not then self-correct the error or attempt the word…
PROMPT:
To correct an error, offer a general phonic prompt initially (if the error does not make sense, point this out also.
To encourage a student to attempt an unread word, offer a re-read prompt initially.
If the initial prompt is unsuccessful, offer the second, specific prompt.
If the student is still unsuccessful after two prompts, provide the word and move on.
(Remember to pause after each prompt.)
When the student reads successfully…
PRAISE:
Praise when the student self-corrects an error or reads the word correctly after a pause.
Praise when the student corrects an error or reads the word correctly after a prompt.
Praise when the student reads a sentence, paragraph or page correctly.
