Passport inserts for pdf - Curriculum Development Unit · RESOURCE PACK Project Officer Eucharia Mc...

R E S O U R C E P A C K

An Approach to Language &Reading for Students withLearning Difficulties &Special Educational Needs

BRIATHAR DÉ MO LÓCHRANN Our Ladyof Good Counsel

School

N A T I O N A L D E V E L O P M E N T P L A N

PASSPORT

BRIATHAR DÉ MO LÓCHRANN

Our Ladyof Good Counsel

School


RESOURCE PACKProject Officer

Eucharia Mc Carthy

Funded by the National Reading Initiative,an initiative of the Department of Education and Science.

Produced by the Curriculum Development Unit, (Aonad Forbartha Curaclaim)

Mary Immaculate College, -University of Limerick-, South Circular Road, LimerickIn association with

Our Lady of Good Counsel School, Lota, Glanmire, Co. Cork.

© Curriculum Development Unit 2001

Printed in Ireland.Design and Layout: Patricia Mc Namara Graphic Design. 061 321277

Schools that are availing of the materials in the PASSPORT Resource Pack may copy pages for use with parents and students participating in thePASSPORT programme only. In any other instance, prior permission must be secured from the

C.D.U. Director, Mary Immaculate College, South Circular Road, Limerick, Ireland. Tel: (061) 204366

NOTE: The student is referred to as “she” and the partner and teacher as “he” throughout the resource pack. This is to avoid the awkward repetition of “she/he”, and does not represent gender bias.

The word ‘partner’ is a generic term in this context. It represents the person who is engaging in the Shared Reading with the student. This can be a parent, a guardian, a sibling, a friend, an older student, a special needs assistant (SNA), or a teacher, depending on the circumstances.

PParents AAnd SStudents SSpecialised PProgramme OOf RReading TTogether

ThePassport

Programm

e

1

The Passport Programme

Foreword by Dr. Michael Woods, Minister for Education and Science

One of the great challenges to Irish education is to develop the literacy skills of allstudents, including those who learn differently, and thereby optimise their chances ofsuccess. While many children learn to read with apparent ease, others find the processextremely difficult. These children benefit greatly from the additional support thatparental involvement in the learning process can give them.

I am delighted to welcome the PASSPORT Programme. It presents a carefully structuredapproach to language development and shared reading for children with special needs.It illustrates how parents, teachers, classroom assistants or any caring reading partnercan make a significant difference for children with learning difficulties. I believe thatthe PASSPORT programme will greatly benefit parents and teachers in their quest tohelp children to overcome the challenge of learning to read. It is based on the soundpedagogical principle that parents are experts on their children and that they cantherefore be great teachers of their own children. This resource will help to strengthenthe link between the school and the home by guiding and supporting parents in workingwith their children.

I am confident that the PASSPORT Programme will encourage more parents to read withtheir children and that it will help to enhance children's learning, both at home and inschool. Reading is a skill and like any skill, reading is improved by regular practice.When parents, teachers or classroom assistants read with children, they create acontext where children can be introduced to the richness of books and stories. Theycan also enable children to associate reading with a pleasurable activity, thusencouraging them to become independent readers.

The PASSPORT Programme is evidence of the continuing pioneering good work of theCurriculum Development Unit at Mary Immaculate College of Education. I would like tocongratulate those associated with the production of these materials, which I am surewill make a valuable contribution to helping many children to learn to read.

Dr. Michael Woods T.D.Minister for Education and Science.

Acknowledgem

ents

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Acknowledgements

The resources, which are included in the PASSPORT Video and Resource Pack, have beenproduced with the assistance and support of many people.

We are indebted to the following who have made this production possible:

The PASSPORT Project Steering CommitteeDr. James Deegan, Acting Head of Education, Mary Immaculate College, Limerick.Mr. David O’Grady, Director, Curriculum Development Unit, Mary Immaculate College, Limerick.Mr. John Fitzgerald, Chairperson of the Parents Association, Our Lady of Good Counsel School,Lota, Glanmire, Co. Cork.Ms. Pauline Frizelle, Speech and Language Therapist, Enable Ireland, Ballintemple, Cork.Mr. Martin Gleeson, Lecturer in Literacy Education, Mary Immaculate College, Limerick.Mr. Marty Holland, Lecturer in Special Education, Mary Immaculate College, Limerick.Ms. Anne O’Byrne, Lecturer in Early Childhood Education and Care, Mary Immaculate College,Limerick.Mr. Patrick K. O’Connell, Social Sciences’ Librarian, University College Cork.Mrs. Joan Quinlan, Principal, Our Lady of Good Counsel School, Lota, Glanmire, Co. Cork.Ms. Eucharia Mc Carthy, Project Officer, Mary Immaculate College, Limerick.

The Original Starter/Development Group Mr. John Fitzgerald, Chairperson of the Parents Association, Our Lady of Good Counsel School,Lota, Glanmire, Co. Cork.Ms. Pauline Frizelle, Speech and Language Therapist, Enable Ireland, Ballintemple, Cork.Mr. Patrick K. O’Connell, Social Sciences’ Librarian, University College Cork.Mrs. Joan Quinlan, Principal, Our Lady of Good Counsel School, Lota, Glanmire, Co. Cork.

We wish to thank the National Reading Initiative of the Department of Education and Science,led by Ms. Bernadette McHugh, which provided the funding for this project.

We appreciate the co-operation and assistance of the Principals, Parents, Students and SpecialNeeds Assistants of the following Special Schools:Catherine Mc Auley School, Ashbourne Avenue, South Circular Road, Limerick.Nano Nagle Special School, Listowel, Co. Kerry.Our Lady of Good Counsel School, Lota, Glanmire, Co. Cork.St. Anne’s Special School, Corrovorrin, Ennis, Co. Clare.St. Clare’s Special School, Ennis, Co. Clare.St. David’s School, Lota, Glanmire, Co. Cork.St. Francis School, Beaufort, Co. Kerry.St. Gabriel’s Special School, Springfield Drive, Dooradoyle, Limerick.St. Paul’s Special School, Montenotte, Cork City.St. Vincent’s School, Lisnagry, Co. Limerick.Triest Special School, Lota, Glanmire, Co. Cork.

Acknowledgem

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We wish to thank the Teachers who assisted in piloting and evaluating the PASSPORT Programme:Participating Teachers

Catherine Mc Auley School, Limerick. Ms. Veronica Garvey Ms. Breda O’Regan

Nano Nagle Special School, Listowel, Co. Kerry. Ms. Bridie MurphyOur Lady of Good Counsel, Lota, Glanmire, Co. Cork. Ms. Mary Barry

Ms. Cherryl ElliotMs. Nollaig Moynihan Ms. Margaret O’ConnorMs. Mary-Rose O’Driscoll Ms. Sinéad SlatteryMs. Annette Tierney

St. Anne’s Special School, Corrovorrin, Ennis, Co. Clare. Ms. Patricia VaughanMs. Helen Whyatt

St David’s School, Lota, Glanmire, Co. Cork. Ms. Ann Mc Auliffe-Cronin Ms. Ber Houlihan

St. Francis School, Beaufort, Co. Kerry. Ms. Evelyn CurtisSt Gabriel’s School, Dooradoyle, Limerick. Ms. Anne Bowes

Ms. Mary CarrMs. Helen Madden Ms. Bríd NolanMs. Margaret O’ConnorMr. Mike Power

St. Paul’s Special School, Montenotte, Cork City. Mr. Pádraig Aherne Ms. Dympna Hyland

St. Vincent’s School, Lisnagry, Co. Limerick. Ms. Sheila LaneTriest Special School, Lota, Glanmire, Co. Cork. Ms. Geraldine Bond

Ms. Jane Lydon

We wish to express our deepest gratitude to the following people who assisted us with the PASSPORT Video:Dr. Peadar Cremin, President, Mary Immaculate College, Limerick.Mr. Martin Gleeson, Lecturer in Literacy Education, Mary Immaculate College, Limerick.Mr. Marty Holland, Lecturer in Special Education, Mary Immaculate College, Limerick.Ms. Siobhán Hurley, Early Childhood Education, Mary Immaculate College, Limerick.Mr. Noel Moloney, Literacy Consultant, Lisnagry, Limerick.Ms. Anne O’Byrne, Lecturer in Early Childhood Education and Care, Mary Immaculate College,Limerick.Mr. Gerry Farragher, Principal, Triest Special School, Lota, Glanmire, Co. Cork. Mrs. Kathryn O’Connor, Principal, St. Gabriel’s Special School, Springfield Drive, Dooradoyle,Limerick.Mrs. Joan Quinlan, Principal, Our Lady of Good Counsel School, Lota, Glanmire, Co. Cork.Ms. Geraldine Bond, Vice Principal, Triest Special School, Lota, Glanmire, Co. Cork.Ms. Jane Lydon, Teacher, Triest Special School, Lota, Glanmire, Co. Cork.Ms. Monica Spencer, 27 Fernleigh, Westbury, Co. Clare.Ms. Eleanor Sweetnam, Speech and Language Therapist, Our Lady of Good Counsel School, Lota,Glanmire, Co. Cork.Ms. Mary Nugent, Educational Psychologist, NEPS, North Frederick St., Dublin 1.Mr. John Doyle, Project Worker, TED Project, Curriculum Development Unit, Mary ImmaculateCollege, Limerick. Ms. Cecily Loughman, Moynihan Russell Sound Studios.Wired FM, Mary Immaculate College, Limerick.Ms. Nessa Mc Gann, Wired FM, Mary Immaculate College, Limerick.Mr. Stephen Ryan, Wired FM, Mary Immaculate College, Limerick.

Acknowledgem

entsWe also wish to thank the following for their assistance and support:Administrative StaffMs. Anne Wolff, Secretary, Curriculum Development Unit, Mary Immaculate College, Limerick.Ms. Rose King, Secretary, Curriculum Development Unit, Mary Immaculate College, Limerick.

The Principals, Teachers, Special Needs Assistants, Parents and Students of the following SpecialSchools who participated in the PASSPORT video:Our Lady of Good Counsel, Lota, Glanmire, Co. Cork.Triest Special School, Lota, Glanmire, Co. Cork.St Gabriel’s School, Springfield Drive, Dooradoyle, Limerick.St. Vincent’s School, Lisnagry, Co. Limerick.

We also extend our deepest gratitude to the Media and Communications Department in MaryImmaculate College, for their assistance with the PASSPORT Video:Dr. Michael Breen, Head of Media and Communications Department, Mary Immaculate College,Limerick.Mr. Nicky Fennell, Assistant Lecturer, Media & Communications Department, Mary ImmaculateCollege, Limerick.An t-Uas Micheál Ó Maolcatha, College Technician, Mary Immaculate College, Limerick.Mr. Jim Coleman, Technician, Audio-Visual Department, Mary Immaculate College, Limerick.

We also wish to express our gratitude for the generosity of the following Publishing Companies who supported our Project:Brookside Publishing, Dundrum Road, Dundrum, Dublin 14.Cambridge University Press, The Edinburgh Building, Shaftesbury Road, Cambridge CB2 2RU, U.K.Carroll Educational Supplies, Unit 5, Western Industrial Estate (Phase 2), Naas Road,Dublin 12.Carroll Heinemann Educational Supplies, 17 — 18 Willow Road Business Park, Knockmitten Lane,Dublin 12.C.J. Fallon, Lucan Road, Palmerstown, Dublin 20.Hodder & Stoughton, Pete Keogh, Area Manager (Ireland), Hodder & Stoughton, Freepost BE 367,Enniskillen, Co. Fermanagh, Northern Ireland BT94 1YZ. Kingscourt Materials, Kieran O’ Regan, Educational Agencies, Ladysbridge, Co. Cork. Oxford University Press, Great Clarendon Street, Oxford OX2 6DP,United Kingdom.Prim Ed. Publishing (Irl) Ltd, Bosheen, New Ross, Co. Wexford. Puffin Book Club, Penguin Books, Bath Road, Harmondsworth, Middlesex, UB7 ODA.Surgisales Teaching Aids, 252 Harold’s Cross Road, Dublin 6W.The O’Brien Press Ltd., 20 Victoria Road, Dublin 6.

We also wish to thank the following Software Companies for their generosity in supporting ourProject:Diskovery Educational Software, 18 Lower Liffey Street, Dublin 1. Edtech Software Ltd, Murrisk, Westport, Co. Mayo.

4

TableO

fContents

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Table of ContentsPage

Introduction 6Research Background 7The PASSPORT Video 8

Section OneLanguage Development 9Guidelines for Discussion Sheet 1 10Guidelines for Discussion Sheet 2 12

Section TwoThe PASSPORT Guidelines & Model 13General PASSPORT Guidelines 14The PASSPORT Model 15Graded approach to turning the page 24

Section ThreeChoosing Books & Text Gradient 25Text Gradient 26Graded Set of Books 28List of CD Roms & Audio Cassettes 34List of Publishers / Suppliers 35List of Software Suppliers 36

Section FourOlder Students & Enabling Technologies Section 37Enabling Technologies and Electronic Stories 38Electronic Story Guidelines 39Guidelines & Approaches For Older Students 40

Section FiveResources for Organising Passport in Your School 41Considerations for organising Passport: For Teachers 42Where to Start: For Parents/Partners 44Sample Letter of Invitation for Parents 45Record Card 1: Juniors 46Record Card 2: Middles 47Record Card 3: Seniors 48Record Card 4: Monthly Record 49Overheads 1: Research 50Overheads 2: Guidelines 51Overheads 3: Guidelines Continued 52Overheads 4: Gains that Students Can Make 53Overheads 5: Essential Pre-requisites 54Bibliography 55

Introduction

6

Introduction

The Passport Programme outlines an approach to language and reading for students withspecial educational needs.

PASSPORT stands for: Parents AndStudents SpecialisedProgramme Of Reading Together.

The PASSPORT programme is based on a graded approach to Shared Reading for studentswho have mild to moderate learning disabilities in both primary and second level age-groups. The Resource Pack and instructional video are designed to provide information,training and support for parents, special needs assistants and teachers in this structuredapproach. The PASSPORT programme includes guidelines on how to promote languagedevelopment while engaging in Shared Reading. It also addresses the importance ofchoosing appropriate texts in accordance with each individual’s needs. Furthermore it hasa technological dimension, which outlines an approach using electronic stories for studentswith physical disabilities.

The Curriculum Development Unit, Mary Immaculate College, Limerick, in association withOur Lady of Good Counsel School, Cork was granted funding by the National ReadingInitiative in September 2000 to produce a prototype and 1,000 copies of the instructionalvideo and resource pack. The PASSPORT programme was piloted with great success in 11special schools in Munster from January 2001 to May 2001. Preliminary analysis ofqualitative data collated, indicated that the approach was suitable for students with a widerange of special educational needs. These included students with mild learning disabilities,moderate learning disabilities, autistic spectrum disorders, emotional and behaviouraldifficulties, physical disabilities, speech and language difficulties and students with DownSyndrome. Our findings broadly concur with research undertaken in the U.K., U.S.,Australia and Canada. These findings identified improvements in reading, language,behaviour and relationships with parents, among students with intellectual disabilities.These improvements occurred when parents became more involved in their children’sreading through structured non-technical approaches like the PASSPORT approach.

The PASSPORT programme aims to encourage the teaching / learning of language andreading in the special needs sector — thereby increasing participation in all sectors and atall levels of society. It highlights the importance of the positive context and the key roleof the parent in the Shared Reading process. It makes a modified approach available tostudents with special educational needs, who have been unable to benefit from thestandard Shared Reading approach. It draws them into better-supported and moresuccessful participation. The PASSPORT Resource Pack and video are available to specialschools, special classes and integration projects in mainstream schools nationally.

ResearchBackground

7

Research Background

Shared Reading is an approach which involves the parent and child reading a booktogether in a structured and supportive environment. The parent provides the necessarysupport in the early stages and withdraws that support gradually as the student gains moreconfidence and ability. Topping (1995) has examined numerous studies into the effects ofShared Reading in the UK, US, Australia and New Zealand. He concluded that sharedreading is a simple but effective way of increasing reader’s comprehension and readingability. Parental involvement is not absolutely essential for shared reading as Topping(1995) indicates - any person who is a more experienced reader than the student, and whocan make the commitment to do it regularly, can undertake Shared Reading with thestudent. Peer tutoring can also provide an effective alternative to the traditional sharedreading approach.

However there are a number of advantages to parental participation. Research has shownthat children respond very well to the ‘quality time’ spent with their parent, engaging inShared Reading. They appreciate the positive attention and support which they receiveduring shared reading time. Parents also may find a quiet and comfortable place in whichto do Shared Reading on a regular basis.

Research undertaken by Professor Sue Buckley in Portsmouth has shown that SharedReading can help to improve language skills as well as reading skills for student’s withDown’s Syndrome and/or learning disabilities. Children learn in different ways: somestudents are stronger visually; some learn better auditorily; and others learn best in atactile/kinaesthetic environment. Professor Buckley concluded that the printed word(visual) seems to be more effective than the spoken word (auditory) in language learningfor many children who have learning disabilities. Furthermore, an important aspect ofShared Reading is that the parent and student discuss the picture/s and consequently, thewords and language used in the story are made relevant to the child. They gain experiencein using speech in a supportive context and the parent can use various strategies to checkthat the student understands what is being read.

Peer tutoring has been defined thus: ‘Peer tutoring is an approach in which one childinstructs another child in material on which the first is an expert and the second is anovice.’ (Damon and Phelps, 1989). Mary Nugent conducted a study in 1997 in St. Mark’sSpecial School in Dublin, which catered for students with mild learning disabilities. ThisReading Partner’s Scheme involved cross-age peer tutoring in reading, working withstudents aged eight to eighteen. Evaluation studies indicated multiple benefits to both thelearners and helpers. These included progress in reading, feelings of self-confidence andmore positive attitudes to school. Interestingly, the tutors made (on average) twice asmuch progress as the tutees. These findings concur with other similar studies in the U.S.Undoubtedly engaging in shared reading with a parent, another partner or a peer, has thepotential to improve student’s capabilities in language, reading, and self-esteem.

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The PASSPORT Video

The PASSPORT Video should be used in conjunction with the Resource Pack as aninstructional tool. It can be used for staff and parent / partner training purposes in school.It can also be sent home with parents and staff, allowing them a further opportunity toview it in detail.

It may be more useful to show relevant sections of the video at training sessions. Forexample, all participants should see the ‘Introduction’, the ‘Language Development’section, the ‘Choosing a Book’ section, the ‘Positive Experience’ section, the ‘PASSPORTGuidelines’, the ‘PASSPORT Model’ and the ‘Conclusion’. However the ‘EnablingTechnologies’ or ‘Older Students’ sections may not be relevant to all students. Havingviewed the video, the teacher will direct parents and staff to the appropriate sections ofthe video. The PASSPORT Video is presented as follows:

Section Counter

1. Introduction: 00H 00M 24S

2. Language Development: 00H 04M 09S

3. Choosing a Book: 00H 09M 45S

4. Positive Experience: 00H 16M 39S

5. Guidelines for PASSPORT: 00H 17M 24S

6. The PASSPORT Model: 00H 19M 44S

Level One: 00H 19M 56SLevel Two: 00H 20M 38SLevel Three: 00H 21M 39SLevel Four: 00H 22M 17SLevel Five: 00H 22M 59SLevel Six: 00H 23M 46SLevel Seven: 00H 25M 09SLevel Eight: 00H 25M 48S

7. Frequently-Asked Questions: 00H 26M 24S

8. Enabling Technologies: 00H 30M 52S

9. Older Students: 00H 33M 30S

10. Conclusion: 00H 35M 15S

V I D E O

An Approach to Language &

Reading for Students with

Learning Difficulties &

Special Educational Needs


Our Lady

of Good Counsel

School

o Language &

tudents with

ifficulties &

cational Needs

An Approach to Language &

Reading for Students with

Learning Difficulties &

Special Educational Needs

t Unit

eged

es


SectionO

ne

9

The language sheets, which follow inSection One, outline a graduated approach

to language discussion, leading to openquestions at the more advanced stages.

At all stages of PASSPORT: • It is important to engage in language

discussion.

• In the beginning, the emphasis should be on modelling language for the students.

• It is essential to build on the student’s own language.

Language Development

LanguageDiscussion

Sheet1

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Language Discussion Sheet 1

Discussing the picture in the early stages of languagedevelopment.

In the beginning the main emphasis should be on modelling language for the student andbuilding on the student's own language as much as possible. Try to speak clearly, at areasonable volume, and position yourself where the student can see your face.

1: Partner names people, objects and actions in the picture:For example: " Look, ball." "Ball." (Looking directly at the child) " Ball." (exaggerating) "Show me the ball." "Yes, Ball!" (exaggerating again) "Well done!"

In situations where children use Lámh or other forms of sign language, the partner could put his/her hands over the child's hands and make the Lámh sign for ball, while saying 'ball'.

2: Partner uses the student's word/phrase, repeats it with emphasis and adds a word ortwo to it:For example: Partner asks "What's this?" or "What's the boy doing?"The student responds by miming a kick or by saying 'kick / kicking".Where students are at the very early stages of language development it may be more appropriate to use reduced language, for example:

Partner says "Yes! Boy kicking!...Boy kicking!...Boy kicking ball". (Partner points to the relevant parts of the picture, while building on and extending the student's language.)

In circumstances where the student is obviously at a higher level, the student might respond by saying: "The boy is kicking."Partner says "Yes! The boy is kicking!...The boy is kicking the ball" (Partner points to therelevant parts of the picture, while building on and extending the student's language.)

3: Partner checks the student's understanding:For example: Partner says "Show me the ball."/ "Show me the boy."/ "Show me the kicking."..."Point to the ball"...etc.

Ball, Boy, Kicking, Kicking the Ball

LanguageDiscussion

Sheet1

11

4: Partner helps to expand the child's expression / use of language: "What's that?"..."Who's kicking?"... "What's this?"..."Where's the ball?"..."Is the boy jumping?"...etc.

At the early stages in developing expression, it's a useful technique to ask the student to finish the sentence:For example: Partner says "The boy is kicking the...?"(the desired response is 'ball') and pauses to allow the student to finish the sentence. a) Partner points to the ball in the picture, before the student supplies the word.b) Next the Partner points to the ball in the picture, as the student supplies the word.c) Later on, the Partner can encourage the student to point to the ball in the picture,

as she supplies the word.

5: Relate the discussion to the student's own experience: "Have you a ball?" "A big ball?" "Can you kick the ball?" "Show me...""Can Daddy kick the ball?" "Do you want a ball?" etc.

6: Consistency of Phrasing: It is important that all who are involved in discussing the picture would agree to use thesame words, phrases and sentences to describe people / places / objects / actions, etc.For example, cupboard/press could be confusing.

This is particularly important in the early stages of language development, when the student's vocabulary is limited.

Languag eDiscussion

Sheet2

Language Discussion Sheet 1

Discussing the picture at a more advanced level.

Partner continues to build on the student's languageas outlined in Discussion Sheet One. The student willnow be speaking in phrases of 3 or 4 words, or shortsentences. Partner will repeat the student's phrasefor her with emphasis, and add a little bit to it.

1: The Partner will want the Student to move on from looking at part of the picture tolooking at the whole picture. The Student will be asked to say what is happening inthe picture.

2: The Partner can begin to ask many more questions like "What's this?", "What's that?",..."What's Pat doing?",..."Who is kicking the ball?", "Who has a ball?"..."Where's the ball?" ..."Does Pat have the ball?"

Later, the Partner might move on to the more difficult "How?" "Why?" and "What willhappen next?" questions.

3: It is important to remember that open questions allow the student to say more.

For example: "What's happening?""Tell me about the picture""Pat is happy when..?"

"What do you like to do after school?""What do you do with a ball?""Where did you get the ball?" "How is Pat feeling?""Why is Pat happy?".."What will Pat do next?"

4: Give the student an opportunity to take on the"teacher's role". This gives her the opportunity topractise asking questions in a real situation for herself.

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SectionTw

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In section two, you will find the Guidelinesfor PASSPORT and the PASSPORT Model.

• Levels One to Eight of the PASSPORT Model are presented on individual sheets.

• If a student is on Level 3, it may be usefulto copy levels 2 and 4 for the parent / partner for reference.

• Every partner should also have a copy of the Overview of the PASSPORT Model and the PASSPORT Guidelines.

PASSPORT Guidelines & Model

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The PASSPORT Guidelines

Student chooses a book from a selection of books at her level of language andinterest. Research from a number of countries recommends that reading material forstudents with learning disabilities should be closely related to their level of language.It should also reflect their own experiences and interests. Ideally, there should be aShared Reading library in each classroom of the school, from which appropriate readingmaterial would be chosen.

The Parent /Partner plays a key role in the process. Studies have shown that parents/ partners can become competent at engaging in Shared Reading over a short period oftime. Research conducted in Ireland, Britain, U.S., Canada and Australia shows thatparticipating in a Shared Reading Programme can result in gains for the student in self-esteem, reading, language, relationships and behaviour.

A Shared Reading Time is set aside each day, for the Partner and Student. It is bestto do this around the same time each day, so that a routine can be established. It isimportant to choose a time when the Partner and Student are not tired. This activity isnot meant to replace the bedtime story.

Parent / partner and Student find a comfortable place to read together and acomfortable position in which they can hold/read the book.

Initially, Partner and Student familiarise themselves with the book. They talk about thetitle, the cover page, pictures, etc.- this provides the opportunity for maximising theStudent's language development. (See Language Discussion Sheets 1 & 2)

The Shared Reading time should be short at first — ranging from 5 to 10 minutes inthe early stages, increasing gradually as the Student becomes more confident. ThePartner should end each session before the Student becomes tired or frustrated.

Points To NoteIf the Student doesn't like her book, it should be changed. Reading the same book on anumber of occasions can provide opportunities for consolidation and familiarisation.However, if the Student continues to choose the same book, then the Partner might tryto introduce another book and have the 'favourite book' as a reward at the end of theShared Reading session.

Shared Reading should be a positive experience for Partner and Student. Errors shouldnot be criticised. Instead, they should be seen as opportunities for learning rather thanemphasising what the Student doesn't know.

The Shared Reading Method is based on the Partner offering a continuous prompt tothe Student in the early stages and fading out the continuous prompt when the Studentis able to take over the saying / reading by herself.

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ThePASSPO

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odelofShared

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The PASSPORT Model of Shared Reading

It is important to remember that each student with learning difficulties will have his/ her own individual physical, emotional and educational needs. These will have animpact on the approach taken with each student and the model for Shared Readingmay need to be adapted by teachers and parents in accordance with these needs.

Overview of PASSPORT Model:Level One: Partner reads aloud and points. Student is encouraged to turn the page.

Student is praised for saying words of familiar books with or after thePartner.

Level Two: Partner reads aloud. Student begins to join in the pointing. Partner holds / guides student's finger or electronic alternative and guides it under eachword - emphasising the voice and print match. Student is praised forsaying familiar word/s with or after the Partner.

Level Three: Partner reads aloud. Partner points to words from above and Student points to words from below. Student is praised for saying familiar phraseswith or after the Partner.

Level Four: Partner and Student begin to read short sentences / paragraphs aloud simultaneously as much as possible. Student begins to point to the wordsmore independently.

Level Five: Partner and Student read aloud simultaneously, with the Student pointing independently. As the Student's confidence in reading increases, thePartner reads quietly, allowing the Student's voice to become thedominant one.

Level Six: Partner and Student read simultaneously, with the Student pointing independently. When the Student feels confident enough to read alone sheindicates this to the partner by using an agreed cue. The Studentcontinues to read alone until she encounters difficulty with a word.Partner gives the Student 4 seconds on her own to identify the word. Thenthe Partner says the word, the Student repeats it, and the Partner andStudent continue to read simultaneously.

Level Seven: Student reads aloud more independently. If the Student makes a mistake, the Partner gives the correct example of the error word only. Studentrepeats it correctly and continues reading alone.

Level Eight: Partner and Student read each page silently while sitting together. They discuss the story at natural breaks.

LevelOne

16

Level OnePartner reads aloud and points. Student is encouragedto turn the page. Student is praised for saying word/sfrom familiar books with or after the Partner.

Student chooses a book from a selection of books at her level of language and interest.

Partner and student sit together holding the book in a comfortable position.

In order to maximise language development, the Partner and Student begin bydiscussing the cover, title and each picture while relating the content to the Student'sown experience. This creates a context for modelling and encouraging language, whilebuilding on the Student's own language. (Refer to Language Discussion Sheet One inSection One).

When the Partner and Student havefinished talking about the picture,the Partner reads the words aloudand points to them at the same time.The Partner encourages the Studentto turn the page.

At second and subsequent readings ofthe book, the Student is encouragedto read or join in with familiarwords and phrases. The Partner willpraise the Student for even thesmallest level of participation. When aStudent has difficulty with pronunciation, the Partner can say the words correctly, witha slight emphasis and move on.

Partner and Student continue reading the book in this way until the Student becomestired of the book and wants to change it. This may happen after one or two nights or,it may take a longer time.

When Students are young, the Partner and Student share reading like this, every nightfor about 5 minutes or so. The Partner should finish the session before tiredness orfrustration sets in. This can happen quite quickly with young students. It is best tofinish while feelings are positive.

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•

•

•

LevelTwo

17

Level TwoPartner reads aloud. Student begins to join in thepointing. Partner holds / guides student's finger orelectronic alternative and guides it under each wordemphasising the voice and print match. Student ispraised for saying familiar word/s with or after thePartner.


Partner and Student sit together, holding the book in a comfortable position.

In order to maximise language development, the Partner and Student begin bydiscussing the cover, title and pictures while relating the content to the Student's ownexperience. This creates a context for modelling and encouraging language, whilebuilding on the Student's own language. (Refer to Language Discussion Sheet One)

Partner reads aloud, pointing to each word at the same time. After some time theStudent's drive towards independence will often push her towards the desire to do thepointing by herself. In order to support this stage of development, it will be necessaryto guide the Student's finger from word to word while reading, to emphasise thevoice and print match. When a Student has a physical or sensory disability, electronicstories may enable the Student to ‘point' or indicate her ability to follow the text.

The Partner praises the Student's efforts to join in and say the words. If the Student'swords are indistinct, the Partner might say the word/s correctly with a slight emphasisand move on without interrupting the flow.

Partner and Student continue reading the book in this way until the Student becomestired of the book and wants to change it. This may happen after one or two nights or,it may take a longer time.

At this stage, Partner and Student share reading like this, every night for about 5minutes or so. The Partner should finish the session before tiredness or frustration setsin. This can happen quite quickly when children are young. It is best to finish whilefeelings are positive.

•••

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LevelThree

18

Level ThreePartner reads aloud. Partner points to words fromabove and Student points to words from below.Student is praised for saying familiar phrases with orafter the Partner.

Student chooses a book from a selection of books at herlevel of language and interest.

Partner and Student sit together, holding thebook in a comfortable position.

In order to maximise languagedevelopment, the Partner andStudent begin by discussing thecover, title and pictures whilerelating the content to the Student'sown experience. This creates a contextfor modelling and encouraging language,while building on the Student's own language.(Refer to Language Discussion Sheet One)

As the Student becomes more familiar with the printed word, there's a gradualprogression towards the Student being able to point independently. A Student withphysical disabilities will give cues / indicators that she can follow the text if possible.

After some time sharing in reading, as described in Levels 1 and 2, the Student mayindicate that she wishes to point by herself. The Partner may feel that the Student isunable to do so yet, so the Partner supports the Student's development by pointing tothe words from above, while the Student follows the Partner's lead by pointing toeach word from below. This emphasises the one-to-one relationship between thespoken word and the written word for the Student.

Partner and Student continue to point in this way, with the Student pointing by herselfwhenever possible and the Partner giving a guide and withdrawing as necessary.

As a book becomes more familiar the Student will join in saying/reading the wordsmore frequently. The Partner will continue to praise the Student's efforts.

Partner and Student continue reading the book in this way until the Student becomestired of the book and wants to change it. This might happen after one or two nights or,it might take a longer time.

Partner and Student can extend the Shared Reading sessions according to the abilityand interest of the Student. Always finish on a positive note, before tiredness sets in— sessions usually last for 10 minutes or so at this stage.

•

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•

LevelFour

19

Level FourPartner and Student begin to read short sentences /paragraphs aloud simultaneously as much as possible.Student begins to point to the words more independently.



In order to maximise language development, the Partner and Student begin by discussingthe cover, title and pictures while relating the content to the Student's own experience.This creates a context for modelling and encouraging language, while building on theStudent's own language.

As the Student's language develops, the Partner can raise the level of discussion about thepicture and stories. (Refer to Language DiscussionSheet Two).

When the Partner and Student have finishedtalking about the picture or the story, they are nowready to move on. The Partner and Student beginto read short sentences / paragraphs aloud,simultaneously, at this stage. The Student pointsto the words as independently as possible.

It is important that the Partner reads the words atthe same rate as the Student's pointing. Partnerpraises the Student for joining in saying / readingthe text.

When the Student encounters difficult text, thePartner takes over the pointing and reading without delay. Partner continues to read andpoint until the difficulty has passed and the Student is ready to take over again.

Partner and Student continue reading the book in this way until the Student becomes tiredof the book and wants to change it. This may happen after one or two nights or, it may takea longer time.

Shared Reading should be a positive experience. Mistakes should not be criticised. Insteadthe Partner should support the Student when necessary and gradually withdraw the supportwhen the Student is ready to take over again. It is important to finish on a positive note,before tiredness sets in — sessions usually last for 15 minutes or so at this stage.

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LevelFive

20

Level FivePartner and Student read aloud simultaneously, withthe Student pointing independently. As the Student'sconfidence in reading increases, the Partner readsquietly, allowing the Student's voice to be thedominant one.



In order to maximise language development, the Partner and Student begin bydiscussing the cover, title and pictures while relating the content to the Student's ownexperience. This creates a context for modelling and encouraging language, whilebuilding on the Student's own language.

As the Student's language develops, the Partner can raise the level of discussion aboutthe picture and stories (see Language Discussion Sheet 2).

Simultaneous reading is conducted by the Student and Partner. The Partner allows theStudent to dictate the pace of reading.

Partner and Student read simultaneously, with the Student pointing independently. ThePartner allows theStudent to dictatethe pace of thereading. As theStudent's confidencein reading increases,the Partner readsquietly, allowing theStudent's voice to bethe dominant one. At this stage, the Student can also begin to reduce her level ofpointing.

When the Student encounters difficulty with the text, the Partner can join in thepointing and can read the text aloud with the Student, until the Student is ready totake the lead again.

Partner and Student might talk a little more about the reading material when thesession is coming to an end.

Shared Reading should be a positive experience for the Partner and the Student.Mistakes are not criticised. Instead the Partner supports the Student when necessaryand gradually withdraws the support when the Student is ready to take over again.Always finish on a positive note, before tiredness sets in - usually sessions last for 15minutes or so, at this stage.

•••

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LevelSix

21

Level SixPartner and Student continue to read aloudsimultaneously, with the Partner reading very quietly.When the Student feels confident enough to read aloneshe indicates this to the Partner by using an agreed cue.The Student continues to read alone until she encountersdifficulty with a word. Partner gives the Student 4seconds on her own to identify the word. Then thePartner says the word, the Student repeats it, and thePartner and Student continue to read simultaneously.


In order to maximise language development, the Partner and Student begin by discussingthe cover, title and pictures while relating the content to the Student's own experience.This creates a context for modelling and encouraging language, while building on theStudent's own language. As the Student's language develops the Partner can raise the levelof discussion about the picture and stories (see Language Discussion Sheet 2).

Student reads alone until she encounters difficulty with a word. She is given 4 seconds onher own to identify the word. Then, the Partner says the word, the Student repeats itand Partner and Student continue to read simultaneously. This continues until the Studentcues the Partner to fade out once again. This procedure is repeated for the duration of thesession.

Teaching the Student to use some suitable cue or method of indicating (e.g., a knock, anod or a nudge) when she wants to take over reading by herself, gives the Student morecontrol. This represents another step on her path towards independence in this activity.

Again, when the Student /teenager has difficulty with words, she can be encouraged topoint again, to help her to regain confidence. The Partner might also join in until theStudent is ready to take over again. The Student can stop pointing when she feels ready todo so and can knock or indicate when she wants to read independently.

Partner and Student might talk a little more aboutthe reading material when the session is coming toan end.

Shared Reading should be a positive experience forthe Partner and Student. Mistakes are not criticised.Instead the Partner supports the Student whennecessary and gradually withdraws the support whenthe Student is ready to take over again. Always finishon a positive note, before tiredness sets in — usuallysessions last for approximately 15 minutes at thisstage.

••

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LevelSevenLevel SevenStudent reads aloud more independently. If theStudent makes a mistake, the Partner gives the correctexample of the error word only. Student repeats itcorrectly and continues reading alone.


In order to maximise language development, the Partner and Student begin bydiscussing the cover, title and pictures while relating the content to the Student's ownexperience. This creates a context for modelling and encouraging language, whilebuilding on the Student's own language.

As the Student's language develops the Partner can raise the level of discussion aboutthe picture and stories (Refer to Language Discussion Sheet Two).

At this stage, the Student attempts to read aloud independently. If the Student makesa mistake, the Partner says the correct response, the Student repeats it andcontinues reading independently.

If the text becomes difficult, the Partner reads quietly with the Student, until she isready to take over again. The Partner will continue to provide support to the Student,as necessary.

Partner and Student might talk a little more about the reading material when thesession is coming to an end.

Remember to give lots of praise and encouragement to the Student. Shared Readingshould be a positive experience for the Partner and Student. Usually sessions last for15 minutes or so, at this stage.

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22

LevelEight

23

Level EightPartner and Student read each page silently while sittingtogether. They discuss the story at natural breaks.


In order to maximise language development, the Partner and Student begin by discussingthe cover, title and pictures while relating the content to the Student's own experience.

As the Student's language develops, the Partner can raise the level of discussion aboutthe picture and stories (Refer to Language Discussion Sheet Two).

The Partner and Student both read each page silently, while sitting together. Theydiscuss the content at natural breaks. If the Student tends to continue reading silently fortoo long, a suitable point to break for discussion can be agreed in advance. The Partneroffers the Student a supportive presence in case of difficulty with reading and/orunderstanding. For the Student with learning disabilities, this can represent an importantbridge towards becoming fully independent.

Remember to give lots of praise and encouragement to the Student. Always finish on apositive note. Sessions usually last for 15 minutes or so, at this stage.

Beyond PASSPORTA further stage beyond the PASSPORT Model:

The Student reads alone silently, sitting by herself. The Student visits the Partner at anagreed time, for discussion.

••

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AG

radedApproach

toTurning

thePage

24

A Graded Approach to Turning the Page

It may be useful to introduce a graded approach to turning the page at each level ofthe PASSPORT Model of Shared Reading. This option may be particularly suitable for

younger students with moderate learning disabilities.

Level One:At the end of each page, the Partner says 'Turn the page' and models it for the Student.

Level Two:The Partner says 'Turn the page' and helps the Student to turn the page if necessary, byputting his hand over the Student's hand, guiding the student to turn the page. ThePartner will gradually withdraw his guiding hand as the student becomes more capable.

Level Three:The Partner says 'Turn the page' and mimes the action as a prompt to the Student, ifnecessary. Gradually the Partner will wait for the Student to turn the page - providingthe Student with less frequent reminders.

Level Four:The Partner waits for the Student to turn the page by herself before reminding her. ThePartner praises the Student for remembering to turn pages without a reminder.

Level Five — Level Eight:The Student turns the pages independently.

SectionThree

25

• It is essential that students choose a book from a selection of books at their language and interest level.

• Reading suitably graded texts in conjunctionwith an appropriate level of the PASSPORT Model is the key to a successful reading experience for the student and partner.

• The teacher plays a key role in ensuring that the student is reading appropriate books and is working at the level of the PASSPORT model which best suits his/her individual needs.

Choosing Books & Text Gradient

T extG

radient

26

Text Gradient

An essential pre-requisite to ensuring that 'Shared Reading' is a positive experience forboth partner and student is that the student has access to appropriate readingmaterial. When organising our Shared Reading library in school, we need to considerwhat makes certain books or texts easy or difficult for individual students. TextGradient can be defined as: 'a defined continuum of characteristics related to the levelof support and challenge the reader is offered.' (Fountas, 1996)

To create a progression of text levels, it is necessary for teachers to examinetexts/books against the characteristics that have been defined for each level. Agradient of text is not an exact science - instead, books are levelled in approximategroups from which teachers can choose a selection of books for individuals engaging inthe PASSPORT programme. Organising a Shared Reading library, with various colour-coded levels may take some time in the beginning, but it will prove to be an invaluableresource in ensuring maximum success for the students at every level.

How to get started:There are a number of approaches that teachers can take in organising suitably 'graded'Shared Reading libraries. You can begin with any levelled set of books that you arecomfortable with: First Links, Literacy Links, Oxford Literacy Web, etc. Use this set ofbooks as a prototype. You will need to examine each book critically. Perhaps there area few books within that set that are more difficult than they should be for their levelon the continuum. Move them to a more suitable level on the continuum or removethem, if necessary. Then, take other books and place them along the establishedcontinuum, using your original set of books as a point of reference. It is advisable thata number of teachers would work together on this categorisation of Shared Readingbooks. Consider the following elements:

• Vocabulary and concepts• Language structure• Size and layout of the print• Length• Pictorial support• Predictability and pattern of the language• Structure of the text and genre.

Place the books into variousgroups according to difficultyand colour-code themaccordingly. It is advisable totry out the 'graded' set ofbooks for a number of monthswith your students. Organisereview meetings with teachersfrom time to time to facilitate adjustments to the 'text gradient'. Some books may needto be moved up or down a level and new books may also need to be added.

T extG

radient

27

Here is a description of some of the characteristics that define progression through ourgraded book list. Not every book at each grade will have all of the characteristics listedhere, but these descriptions may be a helpful guide when you start to categorise your ownShared Reading library.

1: Caption Books Easy for young children to begin to read. Many focus on a single idea. Text is very shortand there is a direct correspondence between text and pictures. Layout is easy to follow,with print clearly separated from pictures. Print is regular, clear and easy to see.

2: Repetitive Language PatternThese books usually have one or two lines of text. The sentences are repetitive with oneor two word changes from sentence to sentence. These books also have a slightly widerrange of frequently used vocabulary. The text continues to be well supported byappropriate illustrations.

3: More Complex Repetitive Language PatternThey tend to be longer than books that have just a repetitive language pattern but stillhave only a few (two to five) lines of text on a page. At this stage, more of the story iscarried by the text, but there is still a direct correspondence between text and pictures.Oral language structures are included and often repeated. Frequently-encountered wordsare used more often.

4: Rhythmic TextsRhythmic texts use rhyme and rhythm as a further support in assisting students to predictthe text. This genre can be used in conjunction with previous groupings.

5: Simple Stories with Natural Language and Picture CuesAt this stage, the variation in language patterns requires the student to attend moreclosely to the print. Stories are slightly more complex but still very easy for children tounderstand. Concepts are within children's experience and illustrations are supportive.Most texts have clear print and placement of text and spacing is consistent throughout.

6: More Complex Stories with a Variety of Language Patterns

The amount of text is gradually increasing and text placement varies. Where repeatedlanguage patterns are used, they vary within the text. Storylines may require moreinterpretation. Illustrations support the story but also contain several other ideas. The textcarries the storyline.

7: Literary Language mixed with Natural LanguageStories contain more challenging ideas and vocabulary. Literary language is mixed withtypical oral language structures. Stories are longer and, as a result, the text appearssmaller. Storylines include more events and characters are more fully developed. Dialogueis presented in a variety of ways and punctuation supports phrasing and meaning.Illustrations provide low to moderate support.

Grade

A

28

A Graded Set of BooksGrade A

Various colours represent Grades A - F. This approach might be useful when organisingShared Reading libraries in your classroom or school. R.A. is reading age and Int. A.

is interest age.

Please note that this list is not conclusive and may need to be adapted to your students' individual needs.This 'Graded Set of Books' was compiled through generous support from publishing companies in Ireland

and the U.K. (Refer to Page 4 for further details.)

Grade A: (Caption Books)

Easy for young children who are beginning to read. Many focus on a single idea orhave a simple story line. There is a direct correspondence between text and pictures.Layout is easy to follow, with print clearly separated from pictures. Print is regular,clear and easy to see.

First Links (Kingscourt): First FactsFirst ConceptsFirst WordsFirst RhymesFirst Readers.

Literacy Links Plus (Kingscourt): Emergent A (R.A. 5 - 5.11)Emergent B (R.A. 5 - 5.11)Emergent C (R.A. 5.6- 6.11)

Story Steps (Kingscourt): Levels 1 -5

Storyteller (Kingscourt): First Snow (R.A. 5 - 5.11 Int. A. 5.11 - 6.11)

Preparing to Read (Cambridge Reading):We Tap, tap, tapThe ShoeMy ClothesShiny ShoesHickory Dickory Dock etc.

Go Books (Prim Ed): Green Set

PM (Carroll Educational Supplies):(R.A. 4 - 9)

Oxford Reading Tree (Oxford University Press):Stage 1

Oxford Literacy Web (Oxford University Press): Starter Stage 1

All Aboard Fiction & Non Fiction (S. T. A.): Stage 1

Grade

B

29

Grade B: (Repetitive Language Pattern)

These books usually have one or two lines of text. The sentences are repetitive, withone or two word changes from sentence to sentence. These books also have a slightlywider range of frequently-used vocabulary.

Puzzle Books (Kingscourt): An excellent resource for enriching children's language - can be read and then dismantled to be used as floor puzzles.

Literacy Links Plus (Kingscourt): Emergent D (R.A. 6 - 6.11) Early A (R.A. 6.6 - 7.5)Early B (R.A. 6.6 - 7.5)

Story Steps (Kingscourt):Levels 6, 7 & 8

Storyteller (Kingscourt): Setting Sun (R.A. 5.6 - 6.11, Int. A. 6.6 - 7.11)

Phonic Fold Out Books (Kingscourt): Early level. Note: This is also available for levels A, C and D.

Go Books (Prim Ed): Gold Set

Beginning to Read (Cambridge Reading): (a selection) The Picnic (Big book)What's in the box? (small book)In the PoolI broke my armThat's me!What am I? (big book)Guess who I am! (small book)Dad and the catMy Dog's Check UpThree Spotty MonstersDirty Dog (big book)My Pet (small book)The Enormous TurnipHow Crayons are madeHam and Jam. etc.

Becoming a Reader A (Cambridge Reading): (a selection)Dan's BoxThe Lion & the MouseNot Yet, Nathan!One Blue Hen. etc.

Oxford Reading Tree (Oxford University Press): Stage 2

Oxford Literacy Web (Oxford University Press): Stages 2 & 3

GradeC

30

Grade C: (More Complex Repetitive Language Pattern)

They tend to be longer than grade B books but still have only a few (two to five) linesof text on a page.

Literacy Links Plus (Kingscourt): Early C (R.A. 7 - 7.11)Early D (R.A. 7-7.11)

Story Steps (Kingscourt): Levels 9, 10, 11

Storyteller (Kingscourt): Moon Rising (R.A. 7 - 7.11, Int. A. 7.6 - 8.6)

Becoming a Reader B & C (Cambridge Reading): (a selection)Sleep TightA Friend For KatePlease MissAll By MyselfBilly's Box, etc.

PM Storybooks (Nelson) (Carroll Educational Supplies): (R.A. 4 -9)

Go Books (Prim Ed): Blue Set

Oxford Reading Tree (Oxford University Press): Stages 3 - 4

Oxford Picture Books (Oxford University Press):Little Miss Muffet, etc.

Oxford Literacy Web (Oxford University Press):Stage 4 & 5

Ginn All Aboard Fiction & Non Fiction (S.T.A.):Stage 5

Ginn Zoom (S.T.A.): Set C

Grade

D

31

Grade D: Grade D books have simple story lines with natural language and picture cues.

Literacy Links Plus (Kingscourt): Fluent A (R.A. 7 - 7.11)Fluent B (R.A. 7-7.11)

Story Steps (Kingscourt): Levels 12, 13, 14, 15, &16.

Storyteller (Kingscourt): Night Crickets (R.A. 7.6 - 8.5, Int. A. 8 - 9)

Towards Independence A & B (Cambridge Reading): (a selection) How the animals got their tailsParrot TalkA Welsh LambThe Special Cake, etc.

Oxford Picture Books (Oxford University Press):The Fish who could wishAll by MyselfScarlette BeaneLonely WaspStripeLittle Red Riding HoodWinnie in WinterWinnie the WitchWinnie Flies Again, etc.

Oxford Reading Tree (Oxford University Press):Stages 5 - 6

Grade

E

32

Grade E: More complex natural language, with more complex syntax and picture cues.

Literacy Links Plus (Kingscourt): Fluent C (R.A. 7.6 - 8.5)Fluent D (R.A. 7.6 - 8.5)

Story Steps (Kingscourt): Levels 17, 18, & 19 .

Storyteller (Kingscourt): Shooting Stars (R.A. 8 - 8.11, Int. A. 9.5 - 10.5)

Towards Independence C & D (Cambridge Reading): (a selection) Snow in the KitchenOut and AboutDon't Be Late, etc.

Oxford Reading Tree (Oxford University Press): Stages 5 - 6

First Literature (Kingscourt): Designed for reading aloud, allowing you to model the reading process to children.

Oxford Reading Tree (Oxford University Press): Magpies & Jackdaws

Oxford Reds (Oxford University Press): Narrative Non-Fiction

Ginn Impact Teen Life (S.T.A.)

GradeF

33

Grade F: These stories have a high interest level and a low reading age.

Woodland Mysteries (Kingscourt): High Interest / Low reading level novels (R.A. 8-10 yrs, Int. A. 11-12 yrs)

Storyteller (Kingscourt): Shooting Stars (R.A. 8 - 8.11, Int. A. 9.5 - 10.5)

Wildcats (Kingscourt):Cougars (R.A. 6.5, Int. A. 8+)Lions (R.A. 7, Int. A. 9+)Tigers (R.A. 8, Int. A. 10+)Bobcats (R.A. 9, Int. A. 11+)Leopards (R.A. 10, Int. A. 12+)Panthers (R.A. 11, Int. A. 12+)

Livewire (Hodder & Stoughton Educational): Real Lives (R.A. 6-10)Plays (R.A. 6-9)Chillers (R.A. 6-10)Classics (R.A. 8-10)Investigates (R.A. 6-10)

Open Door Series: Miniature Novels by Roddy Doyle, Patricia Scanlan & PeterSheridan.

Cambridge English Readers: Miniature Novels also available on audio cassette.

Wellington Square (Carroll Educational Supplies): (R.A. 6 - 8.5 , Int. A. 7 - 13)

Blitz It! (Carroll Educational Supplies):(R.A. 8+, Int. A. 9 - 14)

Buzzwords (Carroll Educational Supplies): (R.A. 7+, Int. A. 8 - 11)

Ready To Read Chapter Books (Carroll Educational Supplies): (R.A. 7 - 10)

Oxford Reading Tree (Oxford University Press): Treetops Stages 10 & 11Treetops (Classics)

Ginn Reading 360 Pocket Books (S.T.A.)

AudioCassettes

&CD

Roms

34

Audio Cassettes

R.A. is reading age and Int. A. is interest age.

Livewires: Many available on cassette:Real Lives (R.A. 6-10)Plays (R.A. 6-9)Chillers (R.A. 6-10)Classics (R.A. 8-10)Investigates (R.A. 6-10)

Penguin Readers Easystarts (200 words): available on cassette

Zoom GINN (Carroll Heinemann): Cassette & Books (R.A. 4-6 , Int. A. 7+)

CD Roms: Electronic Stories

Oxford Reading Tree

Sherston Naughty Stories

Cambridge Talking Stories

Wellington Square

Living Books

Start to Finish

BookSuppliers

andEducationalResources

35

Book Suppliers and Educational Resources

Kingscourt MaterialsKieran O'Regan,Educational Agencies,Ladysbridge,Co. Cork. Phone: (021) 4667284 Mobile: (087) 2206745

Cambridge University PressThe Edinburgh Building,Shaftesbury Road,Cambridge CB2 2RU,U.K.Tel: 01223 312393Fax: 01223 315052

Irish Supplier for CUP:Andrew Toal,Brookside Publishing,Dundrum Road,Dundrum,Dublin 14.

Hodder & StoughtonPete Keogh, Area Manager (Ireland),Hodder & Stoughton,Freepost BE 367Enniskillen,Co. FermanaghNorthern Ireland BT94 1YZTel/Fax: 028 68 621478

Carroll Heinemann Educational Supplies17 - 18 Willow Road Business Park,Knockmitten Lane,Dublin 12Tel: 01 460 2023Fax: 01 460 2026

Surgisales Teaching Aids252 Harold's Cross Road,Dublin 6WTel: 01 4966688 or 01 4966593Fax: 01 4966899

Oxford University PressGreat Clarendon Street,Oxford OX2 6DP,United Kingdom.Tel: 0044 186 526 7812

Prim Ed. Publishing (Irl) Ltd.Bosheen,New Ross,Co. Wexford.Tel: 051 440075

Carroll Educational SuppliesUnit 5, Western Industrial Estate (Phase 2),Naas Road,Dublin 12.Tel: (01) 456 7279 / 456 7280 Freephone: 1800 512 512Fax: (01) 456 9998

Software

Suppliers

36

Software Suppliers

Ireland:Discovery

18, Lower Liffey St.Dublin 1Tel: 01 8732822Email: [email protected]

EdtechMurrisk,Westport,Co. Mayo.Tel: 098 64886Website: www.edtech.ie

AWARD Systems38, Pine Valley Park,Grange Road,Dublin 16.Tel: 01 4930011Email: [email protected]

Carrolls Educational Supplies(Agents for Semerc)Unit 5, Western Ind. Est.,Naas Road,Dublin 12.Tel: 1800 512 512Email: [email protected]

Jackson Technology24 Kiltipper Avenue,Dublin 24Tel: 01 451 8508 Email: [email protected]

Hamsoft Communications,Tait Business Centre,Dominic Street,LimerickPhone: 061 348212

United Kingdom:Crick Software Ltd.

1, The Avenue,Spinney Hill,Northampton,NN3 6BATel: 0044 1604 671691Email: [email protected]

Sherston SoftwareAngel House,Malmesbury,Wiltshire SN 16 OLH Tel: 0044 1666 840433Email: [email protected]: www.sherston.co.uk

ITInclusive Technology,Castle Street,Manchester M3 4LZTel: 0044 161 835 3677Website: www.inclusive-technology.com/

Don Johnston Special Needs,18/19 Clarendon Court,Calver Road,Winwick Quay,Warrington WA2 8QPTel: 0044 1925 241642Website: www.donjohnston.com

SectionFour

37

• Appropriate use of technology can providea 'way in' to reading and language for students with physical disabilities and special educational needs. An approach toShared Reading using electronic stories is presented in this section.

• Alternative approaches are also outlined for older students.

Enabling Technologies & Older Students

EnablingTechnologies

&Electronic

Stories

38

Enabling Technologies & Electronic Stories

Many students who have a physical disability or sensory impairment can have difficultieshandling a book or reading a text. Computers combined with appropriate peripherals andsoftware can often provide a means of bypassing these difficulties for our students. Theuse of a switch, a trackerball or a specialist keyboard may provide a student withindependent access to the computer. In other cases, it may be appropriate to use more'high-tech' assistive technologies to meet our students' individual needs. Computers andassistive technologies can help to bypass the functional barriers created by disability,enabling students to communicate, to read and to write more effectively.

Electronic StoriesElectronic stories are books that are reproduced inmultimedia format for the computer. Most electronicbooks allow the user to watch and listen as the storyis read to them or they can choose the interactivemode, where they have full control of the text andanimations, for example, clicking on a word results init's pronunciation and clicking on a feature in theillustration results in some type of animation. Whenthe book is read aloud by the computer, and the textand graphics are animated with sound and voices, thiscan help to enhance student comprehension andrecall. Furthermore, because of the computer'sinfinite patience and motivational factor, electronicstories allow students to revisit the text regularly without teacher assistance.

Electronic books are widely acknowledged asbeing very effective in developing early readingskills with the additional bonus that they allowthe student to navigate through the programindependently, once the students are familiarwith the controls. Electronic stories allowstudents with little or no literacy skills access tostories. They offer support in the form of voice-supported text, highlighted text and animations.These textual, visual and aural clues assiststudents in understanding what is happening inthe story. Many electronic stories have paperbackversions of the book, as well as an audiocassetteof the book for additional support.

Electronic stories can also be used effectively for Shared Reading. Students who havedifficulty handling a book may find this approach useful. Furthermore, readers with dyslexiaor dyslexic-type tendencies can benefit greatly from the multi-sensory aspect of electronicstories. Please refer to the 'Electronic Story Guidelines' on page 39 for further ideas.

ElectronicStory

Guidelines

39

Electronic Story Guidelines

Step 1: Discuss first 3 pictures to get a feeling for the story.Ask 'What?' 'Where?' and 'Who?' questions.

Step 2: Partner (helper) goes through the story, clicking on the buttons, allowing the computer toread the story. At each screen, simple discussion follows.Partner asks the student 'Would you like to hear the story again? - I'll read it to you thistime.'

Step 3: Partner reads the story him/herself and clicks on the buttons to activate animations, asthey go along. More discussion follows.

Step 4: Partner reads with the computer highlighting each word with the cursor. Partner keepscontrol of the mouse.

Step 5: Partner controls mouse as above, but asks student to join in. PRAISE and repeat each lineif student wishes. Partner asks student if they would like to do it again.

Step 6: Student highlights the words on the computer and they both read together. Partner joinsin reading. Decide on an agreed indicator. (e.g., A knock / nudge / eye point) Partner onlyjoins in reading as a support. If the student has a difficulty the Partner joins in readingwith her immediately and continues to read with her until she indicates (e.g., by a knock)that she is ready to continue alone.

Step 7:Partner takes a background role, as the student reads and navigates independently.

Always remember the rule: 'Pause, Prompt, and PRAISE'.

Older

Readers

40

Older Readers

Older students who experience difficulties with reading may not be willing to engagein Shared Reading with a parent. Many teenagers could find reading with a parent'uncool' or 'babyish'.

Reading Partnerships or 'Book Buddies' may provide an acceptable alternative. This could involve linking with local secondary schools, e.g. transition year classes.Weaker mainstream readers could 'Partner' an older student with mild to moderatelearning difficulties. Workshops or training sessions would have to be organised for thePartners involved.

Research in the U.K, the U.S., and other countries has found that 'Peer Tutoring' canbe hugely successful for both the tutor and the tutee. A study conducted in Dublin in1997, in St. Augustine's Special School for children with mild learning difficulties, foundthat the tutors engaging in the 'Reading partnerships' made progress of 17.4 months inone year and the tutees made progress of 7.16 months over the same period of time.

Using the Language Experience Approach, booklets and stories could be made withmatching audiotapes / CDs. This approach is based on using the student's own languageand experiences to create meaningful reading material. These stories can provide apopular alternative to the class library.

Curriculum material that needs reinforcement could also be incorporated into bookletsand matching audiotapes for individual and class libraries. Audio work with individualearphones or earphones used in a language laboratory setting could provide essentialconsolidation and repetition, along with transforming this into an age-appropriateactivity for older students.

Perhaps local secondary schools could engage their Transition Year students in a projectthat would involve recording books on to audiotapes/CD's for older students withlearning disabilities.

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SectionFive

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This section contains the followingresources:

• Advice sheets for teachers and partners on how to get started with PASSPORT

• Sample letter for parents

• Sample Record Cards

• Overheads for teachers to use during information sessions for parents and partners.

Resources for organisingPASSPORT in your school

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The PASSPORT Programme in your school

Teachers - Where To Start:

1. Context and Objectives• Consider your objectives in undertaking the PASSPORT Programme.• Are there any considerations / challenges that are specific to your school?• Who are the intended target group?

— An entire class?— A group of students from one particular class?— A group of students from across the school?

• What support is available to you from colleagues or outside agencies?• Will it be possible to conduct language and reading assessments of the

participating students, where appropriate? This will assist in ensuring that eachstudent is commencing PASSPORT with suitable reading material.

2. Materials• How will you and your colleagues check the readability of texts?• Consider how to categorise the books according to reading age, language age,

and interest age.• Where can you source suitable texts? - reading schemes, public library, home,

sponsor, school book grants, etc.• Choosing books: Who does it? How do students access new reading material? How

frequently do they do this?

3. Planning• Discussion with the school staff.• Selection of target group.• Staff training and familiarisation with the PASSPORT guidelines and Model.• Shared Reading sessions with the students would provide teachers with an

opportunity to become familiar with the procedures and to gain insights into possible difficulties.

• Discussions on how to organise Parent / Partner training, planning of record keeping and monitoring procedures, evaluation approaches and arrangements for the first meeting with Parents.

• Drafting an invitation welcoming parents to attend an informal meeting in the school and outlining their positive role as partners in the PASSPORT language andreading programme. (See pg. 45 for sample letter).

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4. Training• If possible, organise training in small groups of parents / partners. Ideally, there

should be no more than eight in each group. Smaller groupings will create a relaxed environment that lends itself to more open discussion and collaboration.

• Give a short talk about the reading programme in the school and the importanceof the parental role.

• Give a short outline of research in the area of Shared Reading.• Presentation of the PASSPORT Guidelines and Model. (The video can be used to

illustrate these sections). • Perhaps a teacher and special needs assistant could do a role-play on how to do

Shared Reading & how not to do Shared Reading.• Highlight the importance of Praise, Success and Pleasure.• Parents should be given an opportunity to look at a display of books that are

graded and suitable for the project. An informal discussion on pupil's interests,difficulty levels of books and choosing appropriate books will be necessary. Borrowing systems can be outlined.

• A record card may be given to the parent for each week of the project. Studentand parent can complete this on a daily basis.

• Ideally the teacher should engage in regular Shared Reading with each participant in his/her class - as a support and model. This will also be a usefulmethod for the teacher to monitor progress.

5. Ongoing Training and Review• As students progress from level to level on the PASSPORT Model, it will be

necessary to organise ongoing training for Partners from time to time. It is alsorecommended that regular contact is maintained between home and school, inorder to review the Student's progress on the book she is using and the level ofthe PASSPORT Model at which she is reading that book.

• At each training session, teachers will concentrate on particular levels of the PASSPORT Model. Usually they will cover three levels at a time, while at the same time, giving an overview of the whole model. So, for example, if a studentis working at Level 2 of the PASSPORT Model, her Partner would receive trainingin Levels 1, 2 and 3 - thereby enabling the Partner to adjust upwards and downwards according to the individual needs of the Student.

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Parents/Partners - Where To Start:

1. Training: • Attend introductory meeting / training session in your child's school.• Take time to read the handouts and watch the relevant sections of the PASSPORT

video, as recommended by your child's class teacher.• Familiarise yourself with the level of the PASSPORT model at which your child is

reading her book.

2. Getting started:• Following the teacher's recommendations, the parent/partner helps the child to

choose a book from a selection of books at her level of language and interest.• Partner and student try out the level of PASSPORT which the teacher has

recommended for the student according to her level of ability and the difficultyof the book she is reading.

3. Progressing through the PASSPORT Model: • The PASSPORT Model aims to ensure a level of success for every student.• The starting point of the PASSPORT Model will vary for each student and will be

dictated by the difficulty of the book she is reading and the level of development of the student at a given point in time.

• Under the guidance of her teacher, a student can move up and down the levelsof PASSPORT according to the difficulty of the book she is reading. If a studentchooses a more difficult book, she will work at a lower level of the PASSPORT Model.

• Progression through the levels of the PASSPORT Model is always flexible and is designed to ensure that the Shared Reading is a positive experience for each individual.

• If a student comes to a difficult section in a book that she is reading at Level 4for example - the partner will provide the supports from Level 3 or from Levels3 & 2 to help the student to overcome the difficulty and to regain confidence.When the student feels ready to do so, she can go back to reading at Level 4 again. In this way, the Partner can provide support and reduce it gradually, according to the individual needs of the student.

• Maintain regular contact with the student's teacher. Your feedback will assist theteacher, in reviewing the student's progress on her level of the PASSPORT modeland the difficulty of the book that she is reading.

45

Dear Parent,

We are writing to inform you about a new programme that we are introducing in theschool, in which you and your child are invited to participate. It is called the PASSPORTProgramme. PASSPORT stands for Parents and Students Specialised Programme ofReading Together. This programme outlines an approach to language and reading forstudents with learning difficulties and special educational needs.

The PASSPORT Programme is based on a graded approach to Shared Reading forstudents who have mild to moderate learning disabilities in both primary and secondlevel age groups. The PASSPORT Programme includes guidelines on how to promotelanguage development while engaging in Shared Reading. Research in the U.K., theU.S., and other countries indicates that improvements in reading, language, behaviourand relationships with parents occur when they become more involved in their children'sreading through structured non-technical approaches like the PASSPORT approach.

Participating in PASSPORT is designed to be an enjoyable experience for both you andyour child. It takes very little time - from 5 to 15 minutes a day, on a regular basis. Yourinvolvement as a parent is key to the success of this approach.

We are organising an information evening for parents, where we will give further detailson the PASSPORT Guidelines and Model of Shared Reading. You will also have anopportunity to view the PASSPORT video, which illustrates the approach. Your child'steacher will advise you on how to get started with your son/daughter, if you are interested.Please complete and return the attached form as soon as possible, to let us know if youwill be able to attend.

We look forward to hearing from you,

Kindest Regards,

___________________

Please complete and return to the school as soon as possible:

You are invited to attend an information/training meeting on the PASSPORT programme

in ____________________________School, on _____________, at _________ am/pm.

❏ Yes, I will be able to attend. ❏ No, I will not be able to attend.

Parent's Signature: __________________________________________________

PASSPORTAn Approach to Language& Reading for Students withLearning Difficulties &Special Educational Needs

PASSPORT

RecordCard

46

Date Name of Story Student’s Comment Partner’s Comment

PASSPORT Record Card

Student:

Partner:

PASSPORT

RecordCard

47


Bad Good O.K. Change Book Funny


Student:

Partner:

PASSPORT

RecordCard

48


Bad Good O.K. Change Book Funny

Sad Scary Boring Hard Exciting


Student:

Partner:

Day Name of Book Partner’s Comment Child’s Comment

Mon

Tues

Wed

Thur

Fri

Teacher’s Comment

Mon

Tues

Wed

Thur

Fri

Teacher’s Comment

Mon

Tues

Wed

Thur

Fri

Teacher’s Comment

Mon

Tues

Wed

Thur

Fri

Teacher’s Comment

Monthly Record Card

Student:

Partner:

49

Monthly

RecordCard

PASSPORT The Portsmouth Down Syndrome

Project

Prof. Sue Buckley

Centre forPaired Learning

BP Read OnProject

Prof. Keith Topping

ReadingPartnersApproach

St. Mark’s

Mary Nugent

Research

OverheadOne

50

PASSPORT

• Student chooses a book athis / her level of language and interest.

• The Parent/Partner plays a key role in supporting the student.

• Shared Reading time set aside each day.

• A comfortable place is found to read together.

• Parent and student discuss the title, cover page, pictures, etc.

Guidelines

OverheadTwo

51

PASSPORT• Reading time - short at first (5

mins) - increasing gradually asthe student progresses.

• If the student doesn't like thebook, it should be changed.

• Shared Reading should be a positive experience for the student and parent.

• PASSPORT has very graduatedlevels suitable for a wide range of abilities.

Guidelines continued

OverheadThree

52

PASSPORT• Self Esteem

• Attitude to Reading

• Social Skills

• Reading Ability

• Language Development

• Children's Speech

• Behaviour

Gains

OverheadFour

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PASSPORT• Positive Home/School Links

• Staff development & training

• Workshops for parents / partners

• Enthusiastic teachers

• Suitable resources of reading materials for each level

• Use of Real Books preferably

• Regular ‘Shared Reading' sessions.

Essential Pre-requisites

OverheadFive

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B ibliography

55

Bibliography

We wish to acknowledge the following sources in compiling this Resource Pack:

Buckley, S. (1993) The Development of Language and Reading Skills in Children withDown’s Syndrome. Portsmouth U.K.: The University of Portsmouth.

Damon, W. and E. Phelps, (1989) ‘Critical Distinctions Among Three Approaches’ in PeerIntervention, Problem Solving and Cognition: Multi-Disciplinary Perspectives, Edited byN.M. Webb. New York: Pergamon Press.

Fountas, I.C. and G.S. Pinnell, (1996) Guided Reading – Good First Teaching for AllChildren. Portsmouth, NH: Heinemann.

Nugent, M. (2001) Raising Reading Standards- The Reading Partner’s Approach: Cross-age peer tutoring in a special school. British Journal of Special Education: Vol 28. No.2. 71-79.

Topping, K. and Wolfendale, S. (eds) (1995) Parental Involvement in Children’sReading, London: Croom Helm.

Topping, K. and Ehly, S. (eds) (1998) Peer Assisted Learning, London: Lawrence ErlbaumAssociates.

56

Joan Quinlan is the Principal of Our Lady of Good Counsel School in Cork, which catersfor students with moderate learning disabilities. Joan’s teaching experience at Primaryand Second Level and in Remedial and Special Education has convinced her of thebenefits of a systematic, multi-sensory approach in education. Inspired by the McGinnismethod and by the work of Prof. Sue Buckley, Portsmouth University, Joan modified theconventional shared reading approach so that it could be used to teach language andreading to students with learning disabilities. In 1993, Our Lady of Good Counselteachers introduced the modified shared reading approach throughout the school.Feedback from parents and teachers prompted Joan to revise the approach in 1995 and1998 and to link up with the Curriculum Development Unit in Mary Immaculate Collegein further developing the approach.

Eucharia Mc Carthy is a teacher in St. Gabriel’s Special School in Limerick, whichcaters for students with physical and multiple disabilities. She is currently onsecondment to Mary Immaculate College in Limerick. Working as Project Officer in theCurriculum Development Unit in 2001, she worked closely with students, parents,teachers and lecturers in the piloting and development of the PASSPORT Programme.Eucharia is a qualified tutor for the National Centre for Technology in Education (NCTE)and also works as a special needs facilitator for Scoilnet (Ireland’s Official EducationPortal).

An Approach to Language &Reading for Students withLearning Difficulties &Special Educational Needs


Curriculum Development UnitMary Immaculate College

South Circular RoadLimerick

Tel: ��

For more information on CDU educational resourcesplease visit our website www�mic�ul�ie

This resource pack should be usedin conjunction with the PASSPORT video

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