£48 (Single Ticket)
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?
You will develop knowledge, confidence and a greater understanding of:
- The fact that good literacy instruction is good for all children
- The fundamental principles that underpin how children learn to read and your role in this
- How to use this knowledge to reach the lowest attaining learners – creating an inclusive literacy-rich classroom for all
- How to assess the skills our learners have and how we can build on these to ensure they are provided with the opportunities to reach their full potential
- Practical multisensory approaches based on research, proven to raise children’s engagement and attainment in reading
- How to build enjoyment, confidence and a love of reading for all learners!
The modules covered in this course are:
1. Why should we prioritise teaching reading for all learners?
2. Implications of neurological damage
3. Where to begin and the importance of assessment
4. What makes an inclusive reading curriculum; teaching word recognition
5. What makes an inclusive reading curriculum; teaching language comprehension
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.