Teaching Reading to All Learners Including Those with Complex Needs

A Framework for Progression within an Inclusive Reading Curriculum
1. Auflage 2023
ISBN: 978-1-032-11475-0
Verlag: Routledge

Buch, Englisch, 118 Seiten, Format (B × H): 210 mm x 297 mm, Gewicht: 334 g

Reihe: nasen spotlight

Learning to read and having access to a rich reading curriculum has a huge impact upon us both emotionally and academically. so how can we ensure that it is seen as an entitlement of all learners, including those defined as having profound and multiple learning difficulties (PMLD) and the most complex needs?

This accessible book provides professionals with the knowledge and confidence to develop reading for all learners. It integrates the latest ideas and research into a practical framework to create an inclusive reading curriculum and support learners across the whole education spectrum, including those with the most complex needs. Each chapter includes a mixture of research, strategies, and case study examples, demonstrating how reading supports both wellbeing and access to learning and - with stories - provides a versatile vehicle to build on vocabulary and expand our ability to think and learn about our place in the world.

Teaching Reading to All Learners Including Those with Complex Needs is essential reading for both new and experienced teachers and special educational needs and disabilities coordinators (SENDCo)s looking to develop an inclusive reading curriculum and culture which will positively impact on the outcomes of all young people.

Zielgruppe

Professional and Professional Practice & Development

Autoren/Hrsg.

Moseley, Sarah

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Lernschwierigkeiten, Legasthenie, ADHS

Inhaltsverzeichnis

Introduction

1. Why prioritise reading for all?

2. Where to begin and the importance of high expectations

3. The importance of accessible literacy rich environments

4. How does reading develop?

5. The role of foundation skills and the teaching of reading- where does phonics fit for learners with complex needs?

6. Why learners have difficulty learning to read – importance of the stages of processing and strategies to support

7. Practical ways into planning for an inclusive reading curriculum

Conclusion

Index

Über Autor(innen)

Sarah Moseley has over 30 years of knowledge and experience within special and mainstream education from teaching assistant to headteacher, as well as a solid research background. Her masters and PhD degrees were in special education and focused specifically on the teaching of reading and self-esteem. Sarah currently works as an independent educational consultant (www.drsarahmoseley.com), specialising in school improvement and raising outcomes for all learners. She provides training, information and guidance focused on how to teach reading to all learners, building on current provision and practice to increase confidence and deepen understanding. Sarah’s key areas of support cover all aspects of special educational needs and disability (SEND), teaching and learning, inclusion, behaviour, and the development of literacy/communication.