Support teacher PLD
Suggestion for implementing the strategy ‘Develop a schoolwide approach’
On this page:
Go to top of current page: Support PLD
Go to top of current page: Support PLD
Effective literacy learning
Effective literacy learning
For children to access effective literacy instruction, teachers need:
- deep content knowledge
- specific teaching expertise.
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Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Identify professional learning needs
Identify professional learning needs
To be effective, you need the knowledge to assess, plan, and implement targeted teaching that meets the needs of learners with dyslexia.
Use these questions to identify what supports or professional learning you need.
What is my understanding of:
- dyslexia and how it affects learning?
- strategies for teaching learners with dyslexia?
- a structured literacy approach?
- multi-sensory learning and dyslexia?
- classroom tools to identify literacy learning needs, develop a plan, and monitor progress for learners?
- Universal Design for Learning and how I can use it to create an inclusive approach?
- how emotions affect learning?
Provide a coordinated approach to PLD
Provide a coordinated approach to PLD
Work collaboratively in your school and cluster to develop a coordinated approach for teachers to upskill and meet the literacy learning needs of students, including those with dyslexia.
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Selecting a programme or PLD
Selecting a programme or PLD
Before purchasing a programme or PLD, ensure it is based on well-researched principles.
Use these questions to help your selection.
Is the programme:
- systematic – based on the 44 sounds and spelling rules of the English language and can be taught with consistency by different teachers?
- cumulative – builds on previous learning to ensure a strong foundation?
- structured – beginning with simple concepts progressing to more complex ones?
- sequential – meeting children at their current level with an ordered progress?
Does it cover:
- phonological awareness?
- phonics and decoding?
- fluency?
- vocabulary?
- comprehension?
How will it impact teaching staff? Consider:
- how much training is required
- what supports are provided
- how much teacher preparation is required
- what resources are needed
- whether teacher aides or volunteers can be part of the programme.
What is needed for schoolwide implementation?
- How much initial and ongoing training is required?
- Who can participate in the training sessions?
- What resources are needed?
- What is the cost?
Useful readings
Useful readings
Reading basics
This series of modules examines the different components of reading. It includes a self-paced online course.
Publisher: WETA Public Broadcasting
Ending the reading wars: Reading acquisition from novice to expert
Read time: 160 min
This research paper provides a comprehensive review of the science of learning to read. It covers earliest alphabetic skills to word recognition and skilled text comprehension. It includes an explanation of why phonics instruction is central to learning and a review of research, with information on how phonics informs effective classroom practice.
Publisher: SAGE Publications
Useful resources
Useful resources
Reading 101: A guide to teaching reading and writing
This is a self-paced professional development course for teachers of years 1–3. It contains nine course modules.
Publisher: WETA Public Broadcasting
Next steps
More suggestions for implementing the strategy “Develop a schoolwide approach”:
-
Current page Support PLD
Return to the guide “Dyslexia and learning”
How to use this site
Guide to Index of the guide: Dyslexia and learning
Understand:
- Understanding dyslexia
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Understanding dyslexia and literacy acquisitionShow suggestions for Understanding dyslexia and literacy acquisition
Strategies for action:
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Develop a schoolwide approachShow suggestions for Develop a schoolwide approach
- Develop schoolwide systems
- Support PLD
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Identify student needs and how to provide supportShow suggestions for Identify student needs and how to provide support
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Support early literacy development through a structured literacy approachShow suggestions for Support early literacy development through a structured literacy approach
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Helpful classroom strategies in years 1–8Show suggestions for Helpful classroom strategies in years 1–8
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Helpful classroom strategies in years 9–13Show suggestions for Helpful classroom strategies in years 9–13
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Supporting literacy and numeracy in NCEAShow suggestions for Supporting literacy and numeracy in NCEA
