Description
The Literacy Bundle
Written by Dr Sarah Moseley and Richard Hirstwood, The Literacy Bundle consists of four courses for educational practitioners to support reading skills teaching to learners with severe/complex learning needs, autism or both.
The courses in the Bundle are sequential and begin with Richard Hirstwood’s ‘The Senses and Learning.’ This course establishes why learners need to develop their sensory skills for successful learning and ways to do this. In ‘Creating Engaging Sensory Stories’, Richard then uses sensory stories as a vehicle to develop prerequisite reading skills.
In Teaching Reading to All Part One, Dr. Sarah Moseley considers how applying a basic understanding of good practice for the teaching of reading for typically developing learners, supports the teaching for children with more complex learning needs. In Teaching Reading to All Part Two, Sarah moves to how high expectations of competence and using a multisensory approach within a diverse and rich literacy experience creates the ideal learning environment for all learners developing as readers.
The senses and learning:
The course outline:
Module 1: An introduction to multisensory learning
Module 2: Our sensory system and the eight senses
Module 3: Sensory impairment and barriers to learning
Module 4: Repetition and neuroscience in multisensory learning
Quiz
Conclusion
The Senses and Learning
Our senses play a vital role in living and learning. Therefore, it is crucial to understand how our learners receive and understand the information their senses send to them.
This course looks in-depth at each of our eight senses and how we use them. We explain how learners with severe/complex learning needs, sensory impairments and/or autism may experience barriers to learning and explore practical strategies to reduce these barriers, including the use of repetition.
Creating Engaging Sensory Stories:
The course outline:
Module 1: What is a Sensory Story
Module 2: How to create a sensory story
Module 3: Sensory Story Environments
Module 4: Using technology in a sensory story
Quiz
Conclusion
Creating Engaging Sensory Stories
For all learners, with or without SEND, sensory stories can be much more interactive and engaging than stories read traditionally.
In this course, you will learn about the critical characteristics of a sensory story, why this method of storytelling supports multisensory learning and how to create a sensory story easily using our helpful template, which is available to download.
Teaching Reading to ALL – Part One:
The course outline:
Module 1: How do typically developing children learn to read?
Module 2: The role of high expectations and motivation
Module 3: Why children and young people with SEN have difficulty learning to read
Module 4: The importance of the environment and early experiences
Module 5: Assessment
Module 6: Teaching word recognition
Module 7: Teaching language comprehension
Teaching Reading to ALL – Part One
This course will teach you how to apply a basic understanding of good practice teaching reading for typically developing learners to support teaching children with more complex learning needs.
A more bespoke, personalised and flexible approach based on a firm understanding of how reading develops can achieve this.
Teaching Reading to ALL – Part Two:
The course outline:
Module 1: Why should we prioritise teaching reading for all learners?
Module 2: Implications of neurological damage
Module 3: Where to begin and the importance of assessment
Module 4: What makes an inclusive reading curriculum; teaching word recognition
Module 5: What makes an inclusive reading curriculum; teaching language comprehension
Teaching Reading to ALL – Part Two
Learning to read is a well-established key to education. But, do we know enough about how it develops? How do we support all our learners learning to read?
If learning to read defines our success, what does this mean for learners with more complex learning needs, for whom a traditional reading curriculum may not be accessible or appropriate?
How can we use knowledge about good practice in teaching reading to provide an inclusive, accessible reading curriculum for all our learners?