Intervention and Methodology
The Key Elements
Phonology - the sound system is the entrance into any language.
Morphology - the entrance into meaning.
Talk - clear pronunciation
Speech-to-print reading intervention for spelling and decoding excellence
Moving directly from print to meaning for ALL learners
The intervention methodology for both challenged and bilingual learners is based upon the work of Nancy Rose Steinbock, M.A., a speech/language pathologist who has for many years specialized in language acquisition and reading and writing difficulties in children and adults. The rich research conducted for many years in speech/language acquisition, developmental language difficulties, speech science, psycholinguistics, socio-linguistics and bilingual education has provided the foundation for the teaching principles of the project.
Three important concepts are emphasized in each session:
Scaffolded Learning - Recognizing each student’s level of competence in various language areas and teaching new concepts in a step-by-step cycle designed to promote learning success and self-confidence
Active Strategies - Understanding, acquiring and producing speech and language forms/functions are emphasized. Oral language development that focuses upon the phonological elements of English and how to manipulate them is used to strengthen speech and listening skills. Gestural and social cues, vocabulary and language forms (grammar) in action are produced in spontaneous, guided situations. From a strong oral language foundation, literacy skills are specifically taught through speech-to-print phonics (sound/letter connections) and learning strategies to promote excellence in reading comprehension and writing for multiple purposes. Multi-sensory strategies are emphasized.
Socio-Linguistic Approach - Language in context, cultural variation and respect for other languages are emphasized. Connections between English and other languages are made to facilitate easier acquisition of English in natural exchanges and diverse communication situations. Respect for the various numerous forms of English is a basic tenet of our approach.
Professional collaboration with experts in language acquisition/language disorders, reading acquisition and reading disorders, cognition and up-to-date effective teaching methodology continually informs the work of the project.