Rea Reason

Phonological processing in Braille

The relationship between phonological abilities and reading progress in blind children was investigated in two interdependent studies.  The first examined the performance of a sample of 22 Braille readers aged 7:10–12:1 years.  The second compared the phonological skills of two ‘matched’ Braille readers, one a struggling learner and the other making good progress.  An adapted form of the Phonological Assessment Battery was used in the research.  Results for the first study showed that, while reading scores on a standardized test were lower than for sighted children, the scores achieved by this sample for each test of phonological awareness/memory were higher than those expected from the norms of the sighted standardization sample.  Results of the second study demonstrated marked differences between the two learners, not only in their phonological skills but also in their approaches to learning.  The role that phonological competencies play in Braille learning is discussed in relation to the complexity of the symbol system and the tactile processing involved.  The results have implications for the identification of phonological dyslexia in Braille readers and for the teaching of Braille. Copyright

The National Literacy Strategy and dyslexia: a Comparison of Teaching Methods and Materials

Combining expertise in primary and special education, the authors consider the potential of the NLS to prevent and alleviate learning difficulties of a dyslexic nature. They evaluate the usefulness of published teaching materials in terms of eight questions based on learning theory relevant to reading acquisition. They conclude that general schemes focusing on phonological development would provide an ideal basis for inclusive practices if they contained explicit guidance on ‘assessing to teach’ and the principles and practices of ‘mastery learning’, i.e. on planned repetition and revision that ensures retention of what has been learnt.

Braille Reading by Children: Is there a Phonological Explanation for their Difficulties?

Do problems in learning to read in braille result from the complexity of its symbol system and the tactile processing involved or do findings regarding the role of phonological processing in sighted children also hold when learning to read in Braille? The present Study uses an adapted form of the Phonological Assessment Battery (Frederlckson, Frith & Reason, 1997) to address this question. It compares the phonological skills of two Braille readers, one a struggling learner and the other making good progress, to discuss the notion of phonological dyslexia and Its Implications for Braille teaching.

Developing policy and practice for dyslexia across a local authority: a case study of educational psychology practice at organisational level

In this paper two premises are set out: first, that within Children’s Services educational psychologists (EPs) have a distinctive contribution to make towards policy and practice in relation to “dyslexia”; second, that they may be well placed to lead development work at an organisational level within a local authority. Building on previously unpublished work, the authors report a case study of the development of a local authority dyslexia policy led by an EP over a two year period. Data were collected from an account by the lead EP, a policy development group members’ focus group, and a questionnaire survey of special educational needs coordinators (SENCos). The findings confirm the scientist-practitioner contribution of the lead EP to both the product and the process of successful policy development and implementation. Facilitators, barriers and secondary benefits in relation to successful policy development within multi-disciplinary Children’s Services are considered, and the policy-practice inter-relationship is theorised.

Interactive Group Work with Young Children Needing Additional Help in Learning to Read

This article outlines and evaluates a programme of small group teaching of year 1 pupils making slow progress in acquiring literacy skills. A cornerstone of the programme is the interactive group work which aims to keep children actively involved throughout a session. The authors note not only encouraging progress in reading but enhanced personal and social development. There are numerous implications here for the Code of Practice and National Literacy Project.

Phonology in Perspective

Summary ’The search for causal relationships with predictive validity may emphasise particular aspects, such as phonological awareness, but has not been intended as a prescription to overall approaches to learning. There is no “holy grail” that, when discovered, will obviate the need for assessment and intervention on a broad front for either individuals or groups.’ (Pumfrey and Reason, 1992, 52)