3/3/25
Structured Literacy
Literacy Connections
Day 1
Same as last year
The Brain
We need to teach reading. It’s not natural. We all learn to read the same way no matter what language.
If you have dyslexia they find it difficult to pick out these sounds.
Neurotypical -see a word 4-14 times
Dyslexia - 200+ times
Need a quiet space, explicit teaching, lots of sleep. SUCCESS DELIVERS DOPAMINE.
Reading becomes effortless and immediate.
Word Recognition x Language comprehension = Skilled reader
The Big Five
Structured Literacy instruction is an umbrella term to describe evidence-based programmes and approaches used to teach students how to read.
Explicit Instruction: Anita Archer - perky pace
Discovery learning is only viable after explicit instruction.
We don’t give adequate practice.
Three types of practice
Deliberate
Spaced Practice (over time)
Retrieval
Students need to be actively engaged.
If it hasn’t changed my long term memory we haven’t learned it.
In order for the learning to be in the long term memory we need the three types of practice.
When your brain goes into overload you cannot make a decision.
Our working memory can bottle neck. One thing at a time.
The earlier you catch literacy difficulties, the less their is to fix.
deb - dyslexia evidence based.
Phoneme - smallest unit of sound
Phoneme and grapheme relationship (sound and letter proficiency)
Yr 3 and above use David Kilpatric assessment
Phonological awareness is an awareness of the sound structure of spoken words.
A phoneme is the smallest unit of sound in a word.
Phonemic awareness is the ability to isolate, identify, blend, segment and manipulate individual phonemes in words.
Phonics instruction focuses on the relationship between written letters and sounds.
To read words we are decoding
To write words we are encoding
Example below ↴
Sound bars - headphones so we can hear what the sound is saying
Emma Nahna - sound foundations
Start with basic code and bring in more complex code over time.
Assessment
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