“No child leaves this school unable to read,” she boasted. Phinn (1998)

1. Zena Martin BA(Hons), PGCE, NPQH, PG Cert (SpLD) Educational Consultancy and Training “No child leaves this school unable to read,” she boasted.Phinn (1998) Seamless Intervention with Quality First Teaching for Phonics, Reading and Spelling www.zenamartin.co.uk

2. www.zenamartin.co.uk

3. Course aims • To raise awareness of strategies used by schools to achieve outstanding success in phonics for reading and spelling • To strengthen Quality First Teaching in phonics • To understand the use and application of multi-sensory language strategies • To understand how to integrate quality intervention into daily phonics teaching • To develop more effective use of support staff in daily phonics teaching www.zenamartin.co.uk

4. Count to 10 in Japanese How quickly can you learn it? www.zenamartin.co.uk

5. Multi-sensory learning – why does it work? www.zenamartin.co.uk

6. OFSTED (2010) Reading by Six: How the Best Schools Do It. OFSTED Publications. ‘The best primary schools teach virtually all their children to read, regardless of their social and economic background, ethnicity, language spoken at home, special needs and disability’. OFSTED (2010) www.zenamartin.co.uk

7. OFSTED (2010) www.zenamartin.co.uk

8. Some Multi-sensory Language Components www.zenamartin.co.uk

9. Begin with a small number of letters. Look carefully at the letters as they are revealed. Read the sequence out loud, several times if you need to. When the letters are covered again, write them down as you say them again. Check your response when the letters are revealed again. What skills are pupils developing for literacy? Visual Memory Exercises B Q U D J O X C E L P Q T V Y www.zenamartin.co.uk

10. Rationale Pupils with specific literacy difficulties need: All pupils will enhance their learning with: • Phonics • Multi-sensory • Sequential • Cumulative • Over-learning • Phonics • Multi-sensory • Sequential • Cumulative • Over-learning www.zenamartin.co.uk

11. Sister Brendan’s response to the school inspector • “No child leaves this school unable to read,” she boasted. “It is the single most important skill and we work extremely hard to achieve success for every child. Most of these children have few books in their homes and many of their parents do not have the inclination nor the time to hear them read so our task is a hard one. To fail to teach a child to read, Mr. Phinn, in my book, is tantamount to handicapping that child for the rest of his life. I hope you will conclude, when you have done your testing and heard the children read, that we have risen to the challenge.” Phinn (1998) www.zenamartin.co.uk

12. References Phinn, G. (1998) The Other Side of the Dale. Penguin Combley, M. (2000) The Hickey Multi-sensory Language Course. 3rd edition. Wiley-Blackwell. OFSTED (2010) Reading by Six: How the Best Schools Do It. OFSTED Publications. www.zenamartin.co.uk