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An important part of the programme for me was learning about the conceptual knowledge and skills needed for a reader. Again this section uses previously taught skills, but this time with words that are made up of more than one syllable.  This section also includes a lesson where students analyse the polysyllabic words to identify the difficult spellings and then use the skills to help read and spell these words. It includes diagnostic assessments so you can work out exactly what skills students are using and what concepts they may already know.  You then use this information to work out where to start the individual child.
The use of gestures, this is an essential component and helps to direct students and let them know exactly what we want them to do.
The programme spends a lot of time talking about the possible errors students may make and they give you the exact phrasing of what you need to say to help the student make the correction. It is not the teacher doing the work for the student.  The teacher provides phrasing and gestures so that the student can do the error correction on their own.
Then a couple of days later I was sitting at the table doing my reflection sheet that is part of the programme and Little Miss Three asked if we can do the activity we did the other day.
I didn’t want to push it so I gave her the marker pen and the post-it notes and went back to my sheet.


I’m really excited to start using the programme!  I’ll keep you updated on my progress with it.
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Most teachers do not teach the different sounds (phonics) that vowels (and some consonants) have. Thanks so much for leaving a comment on your experience of working with students that have dyslexia. The whole-language approach is not being taught in universities these days, as far as I know. I am graduating this month from Macquarie University in Sydney and we learnt a phonics-based approach. Thanks for you comment and I’m pleased to hear that at your university whole language was not taught.
They have a ‘contact us’ form on their website, definitely use that to contact them if you have any more specific questions about their programme.


Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. This is vastly different from a traditional phonics programme, which is designed to focus on spellings, rather than sounds in the contexts of words.  A traditional programme focuses on how words look and how they are spelled. Many dyslexic children shut down when what they are being taught is not understood by them. They look at the three cuing system and they’re introduced to PM Benchmark readers, which are both based on whole language. As in my experience, many teachers are not taught about good quality phonics and how this way of teaching reading can benefit all students. I’ve been searching for years for a program that gives children (I teach Kindergarten) the skills to read and write successfully.



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