Sound Linkage: Integrated Programme for Overcoming Reading Difficulties (Exc Business And Economy (Whurr))

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Overcoming Dyslexia: A New and Complete Science-Based Program for Overcoming Reading Problems at Any Level (2003) - Sally Shaywitz. New York: Knopf Lexia Reading S.O.S. (interactive reading software for 9 year olds - adults) Lincoln, MA: Lexia Learning Systems Inc. Phonemic Awareness Activities for Early Reading Success – Blevins (1997) Jefferson City, MO: Scholastic Professional Books. Jordan Prescriptive/Tutorial Reading Program – Jordan (1989) (incl. Screening tests, manual, 75 lessons, flash cards, worksheets & workbook (all ages) Austin, TX: PRO-ED Sound Wizard: Strategy-Building Games for Phonological Awareness - Lenchner (2001) USA: Thinking Publications

Lindamood Phoneme Sequencing Program for Reading , Spelling and Speech (LiPS) - Lindamood, P. and Lindamood, P. San Luis Obispo, CA: Gander Publishing. Peter J. Hatcher was, until his retirement, Senior Lecturer in Psychology at the University of York. He also worked as a Senior Educational Psychologist with the Cumbria Education Authority. His work in the area of understanding and helping children with reading difficulties master the skills of reading, with Charles Hulme and Andrew Ellis, culminated in their groundbreaking research (1994) that supported the Sound Linkage Hypothesis. Prior to working as an Educational Psychologist, he taught primary, secondary and tertiary-age students in special and mainstream settings in Australia, the Bahamas, Sierra Leone and the UK. Chinn, S. J. and R. J. Ashcroft (1998) Mathematics for Dyslexics: A Teaching Handbook (2 nd edition). London: Whurr.Venue: Wells City Football Club (WELLS / 1), Athletic Ground, Rowdens Road, Wells, Somerset, BA5 1TU Activity 10: Sound linkage: Discrimination of a word produced by deleting the initial sound from a stimulus word 90 Sound Linkage – An Integrated Programme for Overcoming Reading Difficulties 2 nd edition – Hatcher (2000) London: Whurr.

Tasks will be set each week to complete in school with a pupil to support and maximise your learning. The updated edition of this successful resource has been developed to support children with reading delays and dyslexia. It contains a phonological training programme, an explanation of how this programme can be embedded within a broader reading intervention, a standardized test of phonological awareness and a methodology to grade children’s reading books. Bley, N. S. and C. A. Thornton (2000) Teaching Mathematics to Students with Learning Disabilities (4 th edition). Austin, TX: PRO-ED. Teaching Reading and Spelling to Dyslexic Children: Getting to Grips with Words - Walton (1998) London: David Fulton

Sounds Abound Program: Teaching Phonological Skills in the Classroom - Lechner and Podhajski (1998) East Moline, Il: LinguiSystems Inc. Visualizing and Verbalizing for Language Comprehension and Thinking – Bell. San Luis Obispo, CA: Gander Publishing. 3. Some Support Materials and Books on Teaching: Chinn, S. J. (1998) Diagnostic Inventory of Basic Skills and Learning Styles in Mathematics. London: The Psychological Corporation. Sounds Abound: Multisensory Phonological Awareness - Teachworthy (2001) East Moline, Il: Linguisystems Phonemic Awareness in Young Children: A Classroom Curriculum - Adams et al (1997) Baltimore: Paul H. Brooks Publishing Co.

These resources have been used with a wide range of children and found to be suitable for use with any reading-delayed children, irrespective of cognitive ability and age When They Can’t Write (2 nd Ed.) - Morgan, C. G. (2001) (manual plus 2 photocopiable practice books) Timonium, MD: York Press.Active Literacy Kit: Essential Foundations for Literacy – Bramley (1999) Wisbech, Cambs: LDA (and Dyslexia Institute) Phonological Awareness Kit - Robertson and Salter (1995) East Moline, Il: LinguiSystems Inc. (5 -8 years olds) Phonological Awareness Training: A New Approach to Phonics – Wilson (1993) University College, London: Educational Psychologists’ Publishing,

The updated edition of this successful resource has been developed to support children with reading delays and dyslexia. It contains a phonological training programme, an explanation of how this programme can be embedded within a broader reading intervention, a standardized test of phonological awareness and a methodology to grade children’s reading books. This third edition has been revised throughout to include the latest developments in the field These resources have been used with a wide range of children and found to be suitable for use with any reading-delayed children, irrespective of cognitive ability and age All activities are accompanied by a set of photocopiable record sheets, a set of pictures, and an appendix of additional activities useful in helping children master a particular skill or to reinforce existing learning The ten sections of activities within the guide include: identification of words and syllables; identification and supply of rhyming words; identification and discrimination of phonemes; and blending, segmentation, deletion, substitution and transposition of phonemes within words. Sounds Abound: Listening, Rhyming and Reading – Catts and Vartiainen (1993) East Moline, Il: LinguiSystems Inc. (also Sounds Abound game,1996)Sourcebook of Phonological Awareness Training: Children’s Class Literature – Goldsworthy (1998) San Diego: Singular Publishing. Helping Children with Reading and Spelling Difficulties - Reason and Boote (1994) London: Routledge. Fiona J. Duff is a Research Associate at the University of Oxford. She was previously a research fellow at the University of York, where she also completed her PhD. During her studies, she was awarded the British Psychological Society Postgraduate Award and was seconded to the Parliamentary Office of Science and Technology, where she authored a briefing note for parliamentarians on teaching children to read. El-Nagger (1996) Specific Learning Difficulties in Mathematics: A Classroom Approach. Staffordshire: NASEN.