Developing Language and Literacy: Effective Intervention in the Early Years
by Dr Julia M. Carroll, Dr Claudine Bowyer-Crane, Fiona J. Duff, Charles J. Hulme, Prof Margaret J. Snowling.
http://www.amazon.co.uk/Developing-Lang ... er_auth_dp* Presents two structured intervention programmes to provide support for young children with language and literacy difficulties
* Describes clearly how to improve the language and foundation literacy skills of young children in the classroom
* Includes information about how to assess research, and how to monitor and design intervention strategies for use with individual children
* Helps teachers to develop an understanding of the intervention and research process as a whole
I decided to investigate the 'two proven intervention programmes' described in the book, especially as the book's foreword was done by Sir Jim Rose and one of the programmes (Phonology with Reading) uses Jolly Phonics materials.
According to Sir Jim Rose, 'The book skilfully distills the findings of robust research...is a major contribution to the work of teachers and teaching assistants and those who train them'.
The research paper is available to download here:
http://www.york.ac.uk/psychology/resear ... eld-04-08/
My comments below are on the 'Phonology with Reading' intervention programme as Snowling says that, 'It targeted the development of decoding skills' http://126.96.36.199/fileLibrary/pdf/Ea ... owling.pdf
The Phonology with Reading programme uses Jolly Phonics materials (for the learning of 36 GPCs over 20 weeks) alongside 'oral phonological awareness' exercises (Hatcher's Sound Linkage), 'direct teaching in [global] sight word recognition' and immediate reading practice using real books, levelled using a whole language banding system.
This description of the reading practice provided in the intervention programme sounds very close to a Reading Recovery style session: 'The Teaching Assistant monitored the child’s reading ability by taking a running record of the child reading a book at the instructional level in each individual session. One new book was introduced per session, which the child attempted to read independently, before finishing off with guided reading of the new book'.
According to the research paper: 'At the end of the intervention, more than 50% of at-risk children remain in need of literacy support' http://www.york.ac.uk/psychology/resear ... eld-04-08/
N.B. the actual Jolly Phonics programme teaches a Basic Code of 42 GPCs, with decodable words and sentences provided for practice; the use of real books for early reading practice* is not recommended. Furthermore, Jolly Phonics is designed to be taught rapidly, 3-6 GPCs a week being recommended to ensure effective learning.
*All good synthetic phonics teachers provide an extensive language and literature curriculum to develop comprehension.
More information about the programmes here:
The value of training teaching assistants to deliver phonics (!) interventions
http://www.gtce.org.uk/tla/rft/phonics0 ... asestudy5/
A poster giving a description of both programmes -and test results;
http://www.york.ac.uk/media/psychology/ ... .Apr08.pdf