Updated: 6 days ago
From Sensory Engagement to Literacy Learning (Including Sight Words, and Phonics!)
I'm writing this blog in response to the questions and requests for help from educators and families who are striving to create inclusive literacy environments for all. After two fantastic days, training over 200 staff within schools across the UK, I am even more determined to bridge that gap between theory and practice to remove barriers to learning for all! One of the biggest barriers is our perception! https://www.janefarrall.com/
Behind the questions and requests I've received, are the inspiring stories of learners who have thrived within inclusive literacy settings. These success stories serve as living proof of the positive impact of an Inclusive Literacy/Reading Curriculum! (Moseley 2023).
In my book I advocate a framework that is designed to meet the unique needs of each learner. As we start a new year it is essential that the foundations are laid for all learners to access an Inclusive Literacy/Reading Curriculum (IRC) (Moseley 2023).
A recent post by Joanna Grace (https://www.thesensoryprojects.co.uk/), emphasised the importance of ambitious and inclusive sensory story sharing. Sensory engagement is crucial to make literacy accessible and enjoyable for all learners. It forms a fundamental foundation of literacy for all. Using sensory engagement to bring literacy/ language/words to life should be considered for all ages and abilities!
Check out some of these fabulous people and links to learn more!
www.facebook.com/sensorycreativeMakingSENse/ and more!
I advocate the use of rich accessible literacy experiences as part of a literacy rich curriculum for all. This Inclusive Reading Curriculum (Moseley 2023) starts with engagement at its heart, using our strengths to provide opportunity, experience and understanding of the incredible world of literacy.
Literacy is at the heart of education; everything that we do revolves around the development of the ability to understand and communicate about the world around us. With the rise in technology, communication, and different ways to understand the world, literacy can be conceptualised in a much broader way. Literacy learning starts with interaction and experience but alongside this skills have to be learnt. To understand that print has meaning, or learn to read or write we need to begin with connecting the dots between what we hear and something that represents that sound, note, letter or word. There is no beginning and no end.
We do not suddenly start to teach reading to a child, we initially surround them in rich literacy experiences that start with sensory engagement and motivation, to support the development of a shared interest and communication. This can then lead onto greater depth of understanding, development of skills and later more formal literacy learning where appropriate. The key here is that it is all part of a journey, rather than an either or view. So how can we do this?
"progress begins when learning opportunity begins” Erickson and Koppenhaver 2019
Tip #1 -Link Language to Print: A Key Element
Building on this engagement, we must provide opportunities to link language to print. Print surrounds us all and is part of our world regardless of our ability to access it. If we never provide opportunities for learners to experience this crucial connection, we will never know if it is meaningful to learners. The existence of separate curriculum pathways can mean learners are restricted to one destination, how do or can we bridge these? How do we make the decision about which pathway learners take? Does this change with time, age or development? So how do we ensure we are providing inclusive opportunities for all to enjoy, participate and grow within a rich literacy environment?
An Inclusive Reading Curriculum (Moseley 2023) consists of one overall framework, with engagement, motivation, participation, accessibility and communication at its heart. This is driven by the needs of the learner, through deep relationships, dynamic assessment and personalised teaching approaches.
By fostering this connection, we enable learners to potentially know or understand that the words they speak/hear/communicate can be represented on the page.
This understanding forms the cornerstone of early literacy and is a fundamental component of the Inclusive Reading Curriculum(Moseley 2023).
This is the first part in a series of blogs focused on the development of an Inclusive Reading Curriculum (Moseley 2023) that forms part of an Inclusive Literacy Curriculum. Part two will discuss the importance of continuing to provide access to an inclusive view of literacy where all aspects of the reading rope are developed.
As always here are some links that I feel will support you all.
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Have a wonderful term everyone and please contact me if you would like to find out more about my in person and online training or support!