Oral language competence is crucial for literacy development, with an increasing body of evidence identifying it as a key indicator of children’s early reading ability. Chan and Dally (2000) further expand the body of evidence linking oral language proficiency to the development of literacy skills and argue a causal relationship stating that ‘… limitations in oral language abilities are at the basis of early reading difficulties experienced by students.’
Chan, L., & Dally, K. (2000). Review of the literature. In L. C. W. Louden, J. Elkins, D. Greaves, H. House, M. Milton, S. Nichols, M. Rohl, J. Rivalland and C. van Kraayenoord (Ed.), Mapping the territory: Primary students with learning difficulties: Literacy and numeracy (Vol. 2, pp. 161-331). Canberra: Department of Education, Training & Youth Affairs.
Over 200 Literacy-based teaching outlines are available.
Explicit teaching visualising to Prep students, while reading, enhances listening comprehension.
Explicitly teaching Year 2 students to paraphrase will improve their reading comprehension.
Providing daily peer tutoring in the re-reading strategy enhances the comprehension of Year 1 and 2 ‘at risk’ readers.
Teaching stress patterns for two syllable words improves reading accuracy.
Explicitly teaching year one students how to segment words into onset and rime and to use analogy will increase students’ ability to decode words and increase text level.
ERIK is an intervention program focussed on reading in the early years of schooling. It is made up of two parts – an assessment profile and a series of teaching pathways. The assessment profile describes the student’s knowledge in a range of psycholinguistic and cognitive areas necessary for learning to read. The student’s performance on the assessment profile is used to determine an appropriate intervention pathway to meet the student’s needs. The three intervention options or teaching pathways are Phonological Awareness, Orthographic Processing and Comprehension. Each intervention pathway consists of up to 60 lessons, and is taught in 30-45 minute sessions, 3-5 days a week. The school determines how they will implement the program according to their current staffing capacity.
Professional Learning (PL) Activity: The ERIK PL activity aims to enhance teacher and LSAs knowledge of early literacy assessment and intervention. It also explores the three intervention pathways: Phonological Awareness, Orthographic Processing and Comprehension.
Target Group for PL Activity: Teachers & Learning Support Assisstants (LSAs) working with ‘at risk’ students. LSAs need to be accompanied by a teacher or the LSA needs to be from a school with a teacher previously trained in ERIK. To access the ERIK PL activity go to the website and click on My PL (IPLS).
The ERIK resource is currently only available in Catholic schools, as the resource is not sold without the associated training which, at this stage, is only available to Catholic schools.
“This is a user-friendly guide that integrates research into practice. It carefully explains the research behind reading development and provides truly clear, no-nonsense steps to implement the best practices of instruction.
Written for all teachers as well as administrators, this resource covers strategies for nine essential components of effective reading instruction: phonemic awareness, phonics, spelling, fluency, developing a reading culture, providing opportunities to read, writing, word knowledge, and comprehension.
This resource reveals precisely how educators in successful schools are teaching students to read—and how all educators can achieve the same results in their schools!
Author: Elaine McEwan
The Literacy Intervention Strategies website aims to equip teachers with the ability to identify, describe and analyse reading disabilities and to implement effective teaching, by identifying the causes of different types of reading disability and the implications of these for diagnosis and teaching.
Teachers can learn to implement dynamic assessment procedures and develop integrated learning support programmes for students who have reading disabilities that include teaching reading strategies at the pre-, while and post- reading phases, orthographic and phonological knowledge and positive self efficacy and attitudes to reading.
The Literacy Intervention Strategies website is based on the extensive research of Dr John Munro (The University of Melbourne).
Macquarie University Special Education Centre (MUSEC) provide these reviews as a community service to inform special educators and other professionals about the evidence base for for a variety of educational practices.
A series of websites providing free access to Interactive Books
(Free at the time of posting)
AND Google: Free Interactive Books or Interactive Books Free
Each year, Speech Pathology Australia awards three Australian authors the “Best Book for Language Development” in the categories – Young Children, Lower Primary and Upper Primary.
Click below to save a copy of these updated ERIK document
This spreadsheet also includes details on how to calculate an individual student’s effect size, by situating their performance within the performance of the group.
Visit this page, on a regular basis, to see if there are any new ERIK updates.