On successful completion of the course, participants will be able to:
- Describe the relationship between phonological awareness and reading ability
- Explain the role that working memory has in learning to read, write and spell
- Examine the purpose and process of individual education assessments
- Apply a graduated approach to assessment using a universal, targeted or intensive staged process
- Use checklists to assess reading, comprehension, decoding and phonological awareness
- Identify co-occurring difficulties
- Provide strategies to teach decoding, spelling, comprehension, phonological awareness and reading fluency
- Systematically monitor progress in response to intervention, and plan next steps
- Evaluate how assistive technology can support student progress
- Work in partnership with parents to create an action plan to practice and improve literacy skills
- Set SMART goals and implement strategies for improving learner outcomes
How much does it cost?
Tutored – £180.00 (including VAT).
- access to your online course for 12 months
- online support from a specialist tutor while you complete the course – typically up to 4 months
- one point of direct contact with your tutor (phone, Skype, FaceTime), which you’ll agree between you
An employer purchasing places for a number of people might opt for more tutor contact, such as a group workshop, which would incur an additional charge to cover the tutor’s time and travel expenses.
Alternatively, schools or local authorities enrolling a number of employees on a course might opt to have an in-house specialist provide tutor support. In this situation, the in-house specialist would complete the course(s) as a participant first, and take part in tutor training.
Organisations can also be eligible for discounts on multiple purchases – If you’d like to explore options, please get in touch.
Feedback from our participants
“It has been a considerable time since I completed this course and have been able to use what I have learned supporting Child B with a number of other children with varying degrees of need since. My practice is now more informed and I am much more confident in my own ability to support the children.
“Self-esteem is a key element in helping all children to progress, but for those with dyslexia, low self-esteem will be a major barrier to progress. Helping them to accept that they have learning differences, but can achieve great things is key.
“What became clear was the need to avoid rushing into larger targets. In my practice now I select much more manageable targets for these children, thus enabling them to approach their learning with realistic and reachable goals.
“Before starting this course, I had no knowledge of dyslexia. I thought it was just a case of ‘swimming letters’ when trying to read and confusing b and d and p and q when writing. I now realise that there is much more to it than just these possible traits I have learnt the importance of a dyslexia friendly workplace. We try to make our classrooms as appealing as possible to the majority of students, but fail to take into account the needs of a dyslexic pupil. Something as simple as changing the background on the smartboard from white to buff could make a huge difference. Labelling trays with images rather than just words could save everybody's time, rather than just that of our struggling pupils.