Developing an Inclusive Literacy Attainment Strategy for Maltese ...
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Developing an Inclusive Literacy Attainment Strategy for Maltese Learners
Sandro Spiteri and Marthese Cini Malta RA4AL Conference Odense – June 2012
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Literacy Support in Malta
n Early 1990s – Complementary Education teachers in schools to provide out-of-class literacy support to struggling learners
n 1996 – Literacy Unit with University of Malta to provide external support to schools to review resources and have stronger early intervention programmes
n 1997 – central SpLD Service to address learners with dyslexia
n 2001 – Foundation for Educational Services to provide out-of-school literacy and parental involvement support with special reference to at-risk and vulnerable families
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The NWAR Programme: General Aims Ø Set up in 2002 within the Foundation for
Education Services Ø To support the basic literacy skills acquisition of
learners at risk of educational failure aged 7 to 13
Ø To support schools in the application of Multi-Sensory methodologies
Ø To actively involve and support families in the learning support process.
Ø To support the adult in life-long learning journey
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NWAR Parameters & Methods
Ø Referral from schools, Statementing Moderating Panel, other entities and by parents
Ø Basic phonic instruction that research shows to be critical to reading success.
Ø Logical, success-oriented, sequential instruction. Ø The use of all the learning pathways: sight,
sound and touch. Ø The mastery of letter/sound relationship so
learners can successfully read and write
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Methodology cont/…
Ø Initial Assessment Ø Individual learning plan is discussed Ø Short term targets are identified Ø A Learning Contract is signed Ø Families are active participants Ø Review of Learning Contract at the
end of one semester Ø Continuation/Termination of service
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NWAR Development
Ø External evaluation by Profs. Sheila Wolfendale in 2004
Ø Significant improvement in decoding and encoding by the children. Need to consolidate other skills
Ø Led to whole-school approach, the Language Acquisition Programme (LAP)
Ø By 2007, LAP was in 30% of Maltese state primary schools
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Key Elements of LAP
Ø Phonemic Awareness Ø Systematic, explicit phonics instruction Ø Sound symbol relationships Ø Decoding Ø Word attack skills Ø Spelling instruction Ø Comprehension instruction Ø Independent reading of high-quality books
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Training
Prior to the commencement of LAP, teachers are provided with:
Ø PD sessions Ø Classroom Demonstrations Ø Relevant resources/literature Ø In-service training
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Implementation
On commencement of LAP, the school is provided with:
Ø Parental meetings Ø Ongoing classroom support Ø Classroom demonstrations Ø Resources
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LAP Assessment Parameters n LAP approach in 2005-06 in 9 schools, 20
Year 1 and 20 Yr 2 classes n 80 randomly selected pupils, equal number
of Years 1 and 2, boys and girls n Assessment in the form of 4 ‘games’ about
15 mins in all n Carried out in June 2006 by FES staff n Full school co-operation
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Test Structure Year 1 Year 2
Section 1 recognition of the alphabet
Section 2 reading of words with selected phonemes
Section 3 reading of selected sight words
Section 4 Reading and comprehension of 5 sentences
Reading and comprehension of short paragraph made up of 6 sentences
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LAP Assessment: Yr 2 Sentence Reading Scores
LAP Y2.4: Reading or Decoding of Each Word
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Mum to fish the
shop
.fis
hfre
sh.
were aan
doth
erwere a
plate. was man the He a
smile
. got
fish
she
them a
N
D
R
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Discussion of Results n Year 2: Attainment targets were fulfilled. n Year 1: Attainment Targets were not fulfilled; however, given Yr 2
results, the Yr 1 results may mean that: ¨ The targets were unrealistic for the Year; ¨ The LAP needs to be reviewed, perhaps starting earlier.
n Year 1: LAP decoding skills may have given a reading advantage of 15.1%.
n Year 2: As expected, need to resort to decoding diminished to 5.4%.
n No significant difference in scores between boys and girls n No significant difference between learners of different ages within
the same cohort. n The indications are that the LAP approach compensates for these
known variances. This mirrors findings in international studies on the effectiveness on the multi-sensory approach in literacy acquisition that is very similar to the LAP approach.
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Cost per Child using Multi-sensory Approach PREVENTION vs REMEDIATION
0
50
100
150
200
Lm
Series1 164 30
Remediation Cost through Nwar
Prevention Cost for 3-Yr programme 547%
increase in costs
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Limits to Literacy Attainment Approach up to 2008 (1) A LOT OF EFFECTIVE SERVICE WAS GIVEN TO
LEARNERS WHO WERE PREVIOUSLY FORGOTTEN, AND MANY LEARNERS ACHIEVED BOTH MASTERY AND INTEGRATION. HOWEVER…
n Lack of coordination and holistic coverage by the different services.
n Each service highlighted one approach, that was perceived as a ‘magic bullet’.
n Schools expected to ‘put the jigsaw pieces together’ to make one whole picture – often the sum of the parts did not make a whole.
n Literacy needs of learners with Statement still under-served
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Limits to Literacy Attainment Approach up to 2008 (2) n ‘External support’ programmes were not from central
educational authorities. They were therefore ‘allowed’ rather than championed / embraced / adapted. They did not effect official curriculum guidance.
n In LAP, some teachers were not sufficiently trained or did not understand the whole process, leading to superficial application, negative results after schools were weaned off, and charges of ‘same old phonics’.
n Services did not sufficiently engage schools and teachers in the literacy attainment debate and in considering whole-school and school-community comprehensive approaches literacy attainment
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The Challenge…
n How do we preserve the strong elements of present services, especially trained staff, whilst ¨ synergizing resources ¨ coordinating services ¨ empowering, supporting and
responsabilizing schools ¨ ensuring entitlement for all ?
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A National Policy and Strategy n 2009 – launch of National Core Competences
Policy and Strategy for Mathematics, Maltese, English and eLearning.
n This was part of national reform programme that included: ¨ decentralization of state compulsory education ¨ removal of streaming in state primary schools ¨ removal of end-of primary competitive exams in state and
non-state sector, thus greatly reducing social inequalities ¨ integration of 3 types of secondary schools towards a
comprehensive-type system ¨ reform of special needs provision to enhance further
inclusion
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The Literacy Strategy n First focus on bilingual literacy
attainment. n Rationalization and coordination of
four different literacy support services into a central comprehensive service
n Literacy Strategy used as entry point for upskilling of curriculum leadership at school and class level through the School Development Plan process.
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Strategy Framework School-‐based Provision
Community-‐based Provision
Early Support E a r l y Iden0fica0on Integra0on Interven0on
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In the context of a multi-faceted, phased school/College Strategy
Resource Pack
Assmt
Pack
Checklist
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But it WORKS only if… Class Teacher
Compl. Tr
LSA LST, SpLD, EOs
Previous Teacher
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National Strategy
Reliable data that drive
review and planning
Involving parents and community
Literacy attainment entitlement
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The Great Literacy Attainment Debate…
Synthetic Phonics
Look-and-Say
Jolly Phonics
Read-Write Inc
Oxford Reading
Tree ?
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Making the ‘Right’ Choice 1. Investigate:
¨ How are your Yr 1-3 and complementary teachers going about literacy attainment?
¨ What do your ‘believe’ in? ¨ What do they feel competent in? ¨ What is the reading attainment success rate of each Yr 1-3
teacher? ¨ What reading preparedness do your learners come to school
with? ¨ What resources are available? ¨ What does the Literacy Support Teacher recommend? ¨ What does comparable international research and best
practice say?
2. Select and Commit 3. Implement fully, with appropriate investment 4. Evaluate and Review
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Strategy Highlights n Uniform upskilling of support staff n Fully support for schools to develop programmes for
early support, effective inclusive pedagogy, parental involvement
n Schools report number of identified learners and their progress at the end of Year 1, 2, 3
n Struggling learners at the end of Year 3 must have a literacy action Plan for Year 4
n School self-reporting counter-balanced by yearly testing of 10% random sample to give national picture in October of Year 3.
n External reviews include focus on literacy strategy.
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The Way Forward…
Maximize literacy attainment by: n Continuous training of Inclusion Coordinators and
LSAs n Continuous upskilling of teachers and Heads n Enhancing IEPs of statemented learners to– pilot
project underway n Enhancing collegial planning and provision e.g.
triads n Promoting, supporting and expecting school
ownership through SDP process
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Thank You !