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.
You will learn that:
- Good literacy teaching is good for all children
- The basics of how typically developing children (those without learning difficulties) learn to read
- How we can use this knowledge to teach more children and young people with SEN to become readers
- How we can make the most of practical multisensory activities to support all learners to be more active explorers of literacy
Course Curriculum
The modules covered in this course are:
1. How do typically developing children learn to read?
2. The role of high expectations and motivation
3. Why children and young people with SEN have difficulty learning to read
4. The importance of the environment and early experiences
5. Assessment
6. Teaching word recognition
7. Teaching language comprehension
Your Tutor
Dr Sarah Moseley has over 25 years’ experience of working in special and mainstream education, in roles from teaching assistant to Headteacher. She has a solid research background which includes a master’s degree and PhD in Special Education, focusing on the teaching of reading for pupils with SEND and inclusion. Sarah has presented nationally and internationally at conferences and is a published author.
Sarah’s PhD centred on teaching reading to pupils with SLD and the impact on their feelings of themselves as learners. Her research focused on 6 special schools across the UK with pupils aged 11-14 years and found positive results from including all pupils in a reading curriculum.
She is now working as an independent Educational Consultant specialising in school improvement and raising outcomes for all learners. Her key areas for support are a focus on all aspects of SEND, teaching and learning, inclusion, behaviour, and the development of literacy/communication.
