UK Based Training
- literacy intervention for learners with reading and spelling difficulties
Online Training - Email to add a listing
Morph Mastery Intervention Training for Teaching Assistants and Teachers
An accessible and interactive 8-session course for experienced teaching assistants and teachers/SENCOs to learn how to deliver and monitor the Morph Mastery intervention in schools. Email support and feedback between sessions is included, delivered by Louise Selby
Morph Mastery is a multi-sensory and engaging way of teaching children aged 9 - 13 to improve their reading, vocabulary and spelling skills. Through morphology, they understand how words are made up into prefixes, roots and suffixes. This intervention follows the English National Curriculum and is being used in schools
Most existing interventions for children and teens with literacy difficulties use a phonic-based approach. However, often by Year 5 and beyond, an alternative is required. Compelling research demonstrates the effectiveness of a morphological approach to literacy intervention for learners with reading and spelling difficulties. Morph Mastery is a new, research-based and evidence-based intervention which follows the SEND Code of Practice model of Assess - Plan - Do - Review. Designed to be delivered by a non-specialist teaching assistant or teacher, the intervention was piloted in Hertfordshire with strong impact data, and it uses strategies known to be effective for learners with specific learning difficulties: it is highly structured, multi-sensory, targeted, cumulative and very engaging. The intervention is taught by a teaching assistant or teacher over three sessions lasting 30 minutes each week and is overseen by the SENCO or a literacy lead. It uses curriculum-based assessments for target setting, planning and review.
These interactive workshops will support practitioners to both use the assessments effectively and plan and deliver the lessons, with the support of your SENCO. Between each session, reading and practical tasks will be set, which you’ll have the opportunity to review during the sessions. Email support between sessions will be provided.
Using the Latest Advances in the Understanding of Reading Development to Plan and Guide Reading Intervention
This is the first lecture in a series of lectures by Dr Grace Elliott and Emma Hartnell-Baker, and will discuss the latest advances in the science of reading, and how aligning instruction with these advances can improve students’ reading. Suitable for educators and parents.
Patoss is pleased to announce a series of four lectures on the most up to date, evidence-based research to inform best practice in the assessment and intervention of children with literacy disorders for primary and secondary age students.
This lecture, the first in the series, will cover the most up to date research in the understanding of reading and reading disorders. It will discuss research showing that instruction aligned with advances in the understanding of reading can improve students’ reading. The Simple View of Reading (SVR) became the guiding framework for the current “science of reading” movement, and due to its popularity, many practitioners may not be aware of other models that could more productively guide their practice. Within this first lecture, The Active View of Reading will be presented as an evidence-based approach to improving reading comprehension.
The simple view of reading is commonly presented to educators in professional development about the science of reading. However, research in the 35 years since the theory was proposed has revealed additional understandings about reading, such as:
The overlap between decoding and listening comprehension
The importance of active and self-regulatory process that play a substantial role in reading
The importance of causes of reading difficulties beyond decoding and listening comprehension
This lecture will point to research highlighting these advances and showing that instruction aligned with this can improve students’ reading. It will present the Active View of Reading and discuss how updated theories and models can be used to guide practitioners’ work in supporting students’ reading development in classrooms and interventions.
In the course delegates will consider in detail:
The causes of reading difficulties beyond decoding and listening comprehension
How decoding and linguistic comprehension overlap to cause reading difficulties
The role of active, self-regulatory processes in reading
The Active View of Reading