5 - 4 - General principles

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• Index
• 4 - 5 - Video 3.5 The Effectiveness of Task Shifting & Task Sharing (10 55), Childbirth A Global Perspective
• 4 - 4 - Video 3.4 Task Shifting vs. Task Sharing (8 47), Childbirth A Global Perspective
• 5 - 6 - Video 4.6 Challenges to EmOC Implementation in Developing Country Contexts (8 26), Childbirth A Global Perspective
• 5 - 3 - Video 4.3 United Nations Process Indicators for Monitoring EmOC (8 52), Childbirth A Global Perspective
• 4 - 1 - Video 3.1 Health Care Workforce Shortages (6 01), Childbirth A Global Perspective
• 5 - 5 - Video 4.5 Quality Improvement in EmOC (3 05), Childbirth A Global Perspective
• 5 - 2 - Video 4.2 EmOC Signal Functions (6 52), Childbirth A Global Perspective
• 5 - 4 - Video 4.4 EmOC Monitoring and Assessment (5 22), Childbirth A Global Perspective
• 4 - 2 - Video 3.2 Maldistribution & Migration (6 07), Childbirth A Global Perspective
• 4 - 10 - Pros and cons of 'labeling ', Childbirth A Global Perspective
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5 - 4 - General principles, Childbirth A Global Perspective

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Hello, we are going to talk aboutthe general teaching principle withinliteracy instruction. Thereare basically four principles which youshould always bear in mind when teachingliteracy especially to dyslexic children.Structure: so your teaching method mustbe structured, multisensory, phonics(-based),and metacognitive. I'm going to addresseach of these four topics in turn.Structured: structure is really paramountfor dyslexic learners and I would say forall learners; for example,just one example of the things you can dois to associate colors with subject forexample, math can be green,... ... language/arts can beblue, science can be red, or whatever.To associate colors with subjectis only one example of structure.To teach in a structured way implies otherthings like planning well, establishinglearning objectives, verifying thateach point, each of the topic(s)you teach are well mastered ... ... before you move onto the next.Revisiting the same topic severaltimes, in other words, you should saythree times what you want to say; you saywhat you are going to say, you say it, andthen you say what you just said -three times in a diffferent way.Also, any literacy program forthe dyslexic learnersmust have a structure to it, and usuallythe structure which is being followedcorresponds to the frequencyof the letter of the language.You will find,a phonics progress in ... chart forEnglish drawn (up) by Duncan Milnein his book 'Teaching the Brain',which is available inthe Resource section.As English is basically a phonetic,alphabetic script,the grapheme-phoneme linksmust be taught in a logical progression,from the simplest to the more complex.So for example,you are going to teach single grapheme-phoneme correspondences (with) single letters,I mean, before more complex digraphlike the vowels with two letters.Suffixes that are justadded to the base wordwill be taught before suffixes whichalter the base words In other words.the beginning of the program shouldcover largely words derived from the oldEnglish, followed by letter combinationswhich come from the Latin and the Greek,and the French, sorry, and finally you endwith the rarer Greek-based letter groups.This was the structure. Nowlet's move on to phonics.40 years of research inthe domain of reading acquisitionhave shown that phonic awareness ... is the bestpredictor of literacy acquisition,at least in the early years.So, report(s) have been realized forMinistries of Education orMinistry of Health, a little bit allaround the world; I'm going to rely on fourreports which I will present later onwhich are the 'National Reading Panel Report'by Ehri and collaborators in 2000 - that's forthe USA.The second report is a Belgianreport which participated to forthe Ministry of Health on dysphasia,dyslexia, andthe third report is ... ...the INSERM Report, France,done by Franck Ramus andcollaborators in 2007 and finally,the report from Jim Rosein 2009 in the UK.All these reports converge(to) the same conclusion:the best teaching methodsare phonics-methods,which combines two things - the explicitteaching of phonetic awarenessthrough all these activities that you haveseen in previous weeks and in the filmand the explicit teaching ofthe correspondences between graphemes andphonemes - so the teaching ofthe alphabetical principle.Phonics methods: ...there has been a debate fordecades around phonicsversus global methods.You should know that global methods (are)really disastrous for dyslexic learnerswho cannot learn properly to read andwrite with those kind of methods.An additional fact which manypeople do not know is thatglobal methods also induce (a)socio-economical status effect.In other words, the children fromhigher socio-economical backgroundssucceed better with global methods thanchildren from low socio-economicalstatus, and you don't find thosedifferences with phonics ...methods; I think this is very importantas well to take into consideration.The training ... with phonics, ... so if you train the children withphonological awareness tasks like the onewe have seen in Kindergarten ...you still find differences between thetrained children, and ... the untrainedchildren ... no less than sixyears afterwards, so in grade six.This is quite amazing, asshown by several studies.If you want to know more aboutthe reason why phonics ... methodsare better than global methods,I invite you to read thefree translation madefrom the chapter of Jos??Jose Morais' book (The Great Deabate) whichyou will find in the Resource section.Third point: multi-sensory -usually when you teach you use the verbal,... the oral modality and the visualmodality - this is what I do now with you.However, in the 30s,Samuel Orton (who) was aMedical Doctor realized thatthe connection between the auditory andthe visual in dyslexicwas not easy to set up.And so, he devised, together with Anna Gillingham,... a new method to teach reading andspelling and writing tochildren with dyslexia which uses otherentries to the brain, other modalities.So, you have the auditory modality,the visual modality andyou can add two other modalities,the oral and kinaesthetic modality,... ... consistsin letting the child feel what ishappening in his or her throat, andin the mouth when they are pronouncingthe sounds of words, isolated sounds.... For dyslexic learners this isvery important because they,by by feeling what ishappening in their throat andthe mouth and bein,g aware of what ishappening with their tongue, their teeth,their lips, Is going to givethem some clues to be able tobuild better phonologicalrepresentations of the phonemes.So ... this kinesthetic modalityis very Important.And the fourth modality which we canadd - manual-kinaesthetic modality.This is obviously the touching,the feeling, but also,the muscular movements whichthe child makes when drawing ...when tracing the letters ofthe alphabet or letters of words.So what you want to do really witha multi-sensory method is to link,if possible simultaneously, the auditory,the visual, the oral-kinaestheticand the manual-kinaesthetic andwe are going to see later on a fewtechniques to a teachin multi-sensory way.Now let's move on to the characteristicsof multi-sensory methods.They must be structured and sequential -I have already talked about that, so,when to use the simpler conceptsbefore the more complex things,cumulative, which means that each point,each new teaching point, builds upon the previous one multi-sensory methodsshould be based on phonological analysis.The child needs to havea thorough understanding andthe child must be able to manipulateconsciously the sounds of words,the phonemes, the rimes,the onsets, the syllables, andmust be able to break spoken wordsinto those phonological units.Multi-sensory ... methods also... need to be thorough.Each steps must be thoroughly mastered,before going to the next step.This insistence on what we call overlearning is especially important fordyslexic readers. It is very important forall children, I believe.The multi-sensory methodmust be memory training,so you must use somelittle activities which weare going to demonstrate to tell youabout which are training memory, andin some schools I can tell you they dothis every morning when it's a warm upexercise to start the day and ...children love these kind of activities.A multi-sensory method also ... needs to be meta-cognitive, andwe are going to comeback to meta-cognition.... Metacognition in simplewords is thinking about yourown thinking 'how do I do this?'When ... I read a text,I may ask myself some questions,some questions like, oh,'what question does this paragraph answer,what will come next, haveI understood properly?'This is metacognition, andthe last characteristicof multi-sensory method is that theyshould be diagnostic; as a teacheryou will see the progression of yourlearner and you will adapt your teachingstrategy depending on the reactionto the activities that you propose.A few words on the steps whichare followed by multi-sensory methods; soyou start by teaching phonologicalawareness ...Simultaneously, you teach the graphemephoneme correspondences, in other words,the alphabetical principle, then youstart with some rules which are builtbuilt up. Next you use,you start with rules which are built upwith respect to positional constraints, forexample, 'a' is usually spelled 'ai',as in the word 'rain'in the middle of words but'ay' at the end of words, as in 'tray'.So, you teach regular spellings, fromthe most frequent to the less frequent,... ... If we takeagain the example of 'a',you are going to teach ... the letter 'a' as in 'acorn', 'ai'as in 'rain' before 'ei',as in the 'reign' of a king ora queen and 'eight',as in 'eight' or 'eighty'.... and then you go on with (the) ruleinvolving changes in spelling forexample, the contrasted differencebetween 'hoping' and 'hopping'.Next, you teach the common suffixes andprefixes like '-ness', as in 'usefulness',as in 'unnecessary','re' as in 'refill', 'ly' as in 'badly';these will help the children to segmentlonger words into more manageable chunks.And finally you teach the Greek andLatin elements - you introduce them - as in'tele', 'ology', 'pre', 'ex', et cetera.Finally, multisensory methods mustmust be meta-cognitive andI've already mentione... [ Pobierz całość w formacie PDF ]