The Literacy Learning Project

A structured literacy, learning and behaviour intervention program

for students in years one to three.

 

Early Intervention can make a difference to your child’s life

We believe that when a child experiences success and a sense of belonging, learning takes place. We also know that academic behaviours are required for learning to take place. Some of these academic behaviours include increased effort, attention and active participation during the task.

When children find the core academic skills such as reading, writing and spelling difficult to learn, they are less likely to experience success. This can result in students becoming disengaged, affecting their ability to develop the academic mindset and behaviours required for learning. Additionally, if a student has difficulties with their executive functioning or processing skills, and/or working memory, adverse behaviours of task avoidance and disruption may become even more problematic.

Click here to download a Printable PDF of the following information

 


Overview of The Literacy Learning Project (TLLP)

Using our multidisciplinary approach to therapy, TLLP will assists children in the early years of primary school to overcome challenges to learning. This intervention supports executive functioning and motor planning skills by using a structured literacy learning framework.

Executive Functioning skills are critical components of ‘learning to learn’ but are not often explicitly taught at school. The literacy learning framework, founded on The Spalding Method will develop the students learning behaviours, including their ability to maintain focus, follow directions, self-regulate, initiate tasks, organise themselves, and reflect on their learning and progress towards their planned goals.

TLLP will use The Spalding Method, which is Explicit, Systematic, Diagnostic, Sequential, Multi-sensory and Integrated Instruction, that focuses on what is known as The Big Five of literacy instruction: Phonemic Awareness, Systematic Synthetic Phonics (SSP), Vocabulary, Fluency and Comprehension.

This program is recommended for children who are in years 1 to 3 at school and are not reading, writing or spelling at a level commensurate with the child’s potential and/or abilities in other areas.

TLLP assists children by increasing their participation and understanding in the following literacy areas:

  • Handwriting
  • Spelling and Language Conventions
  • Sentence Construction and Vocabulary Development
  • Written Composition of Texts
  • Reading Comprehension Strategies
  • Explicit teaching of executive functioning skills will also address and support the development of:
  • Prioritising work & being organised with their school work
  • Remembering simple instructions
  • Developing attention skills to the task at hand; overcoming distractibility
  • Completing tasks within a set time
  • Commencing and completing homework

If any of the above areas are of concern or are identified as challenges for your child, our transdisciplinary team can help and will provide effective tools and strategies via our literacy intervention program.


What is Executive Functioning and how does this affect learning?

Executive Function is described as ‘the CEO of the brain’, where mental skills consolidate to help us get things done. When children struggle with these executive functioning skills, it has a direct impact on their learning. Many children have issues with processing information and executive functioning.
The three main areas of executive function are:

  • Working memory
  • Cognitive flexibility (also called flexible thinking)
  • Inhibitory control (which includes self-control )
  • Executive function is responsible for a number of skills, including:
  • Paying attention
  • Organising, planning and prioritising
  • Starting tasks and staying focused on them to completion
  • Understanding different points of view
  • Regulating emotions
  • Self-monitoring (keeping track of what you’re doing)

Executive function develops over time so children may struggle in different ways and at different stages. In younger children, preschool to Year 2, executive function difficulties may be present as:

  • frustration
  • an inability to ask for help
  • difficulty following directions
  • frequent tantrums over minor things
  • insistence on doing things in a particular way
  • inattentiveness

For older children, executive functioning challenges may present as:

  • difficulty to start a task and/ once started, a difficulty to complete the task
  • easily distracted
  • mixing up school assignments
  • disorganisation such as bringing home the wrong books or resources
  • messy desk and/or schoolbag
  • An inability to focus on the main idea of a discussion.

Will The Literacy Learning Project support my child’s executive functioning challenges?

The program recognises and acknowledges the impact that an executive functioning deficit has on a students ability to learn. Many of the strategies in TLLP assist children to improve their executive functioning ability so they can participate in learning at the same level as their peers.

TLLP assists with your child’s attention and concentration through a structured approach, which includes:
tailored lessons, incorporating many opportunities for students to experience immediate success
clear and explicit weekly routines and procedures the use of specific strategies to ensure students learn to refocus their attention The gradual Introduction of new concepts, ensuring that the working memory is not overloaded

How will this be achieved and measured?

Our learning intervention specialists are practicing teachers who use The Spalding Method as a literacy framework to support the students. In addition, their combined experiences working with students with learning difficulties and disabilities, will ensure that they can make appropriate adjustments to support learning as required.
Sessions are also supported and attended by a psychologist to assist with executive functioning, anxiety and behavioural support as required. The lessons will be in a small group setting, running for 90 minutes and will comprise of fast-paced, sequential, integrated learning activities and games.

The Use of Non-Cognitive Factors to Support Learning

As well as developing the skills required for academic study, we aim to integrate behaviours, skills and attitudes that are essential for learning success. This program encompasses the following:

Parent Support Sessions

Parents will participate in two training sessions with the first session commencing a week before the student group sessions begin. The first parent session will provide information on lesson content and training on how to reinforce lesson procedures at home. The second session will build on the previous knowledge and then problem-solve any implementation issues that have arisen (or may arise) throughout the intervention. Teaching procedures will be taught, alongside positive behaviour approaches to reinforce learning. This allows consistent practice and academic behaviours to be consolidated at home throughout the intervention and beyond.

 

“Valuing the findings of researchers, and the knowledge of teachers, learners and families and professionals is more powerful as a sum than the respective parts.”

 

About The Learning Literacy Project Team

 

Danella Taylor – Psychologist

Danella is the founder and principal psychologist of On Track Therapy Group, which she established in 2009 to empower families to achieve their goals and help children thrive. Danella specialises in developmental and emotional childhood disorders, including Autism Spectrum Disorder, anxiety, depression and conduct disorders. She is also passionate about working holistically with children, adolescents and their families, which she has done for more than 20 years.

Rebecca Stembridge – Learning Intervention Specialist Teacher

Bec is trained in both primary and secondary teaching, and has taught in both government and independent schools. She is passionate about supporting all students to experience success with learning, remediate difficulties and promote strengths. In 2015, after working with diverse needs in a classroom setting, Bec undertook a Master of Education, specialising in Specific Learning Difficulties. Since this time, Bec has worked in both a school setting, and private tutoring, providing specialised teaching to students with learning and behavioural needs. Bec is trained in, and has experience with The Spalding Method, MacqLit, THRASS, and is also a qualified Multisensory Structured Language (MSL) therapist.

Jacinta Conway – Education Consultant & Learning Intervention Specialist

Jacinta is a trained primary school teacher and has taught in a range of school settings here and in the UK, in government and independent schools since 2002. Whilst in the UK, she worked closely with special educators and developed an interest in learning interventions. She has since trained in a range of evidence-based literacy programs, including The Spalding Method, the Multilit programs, Macqlit and has more recently consolidated this knowledge by undertaking her Masters in Learning Interventions at the University of Melbourne. Jacinta has been implementing Literacy and Numeracy interventions for more than ten years now. With a special interest in social capabilities and how behaviour affects learning, she is now looking to integrate social capabilities into Learning Interventions for Literacy, to provide a more holistic approach for sustainable learning. Jacinta believes in Evidence-Based Practice, where parents are included in the journey for the intervention, and has experienced the most success when implementing interventions when this happens.

 


Duration and Dates

Introduction/ Parent Training Weeks

TLLP runs in Term 3, over a 10-week period, which includes parent information sessions. The group student sessions will each run for 90 minutes. Saturday 20th July 1pm – 4pm Parents only children to start the following week. Saturday 31st August 1pm – 4pm Parents only session


Week 1      TLLP Parent Session     Saturday, July 20th        1:00 – 4:00pm


Week 2      TLLP Group Session     Saturday, July 27th         9:15 – 10:45am


Week 3      TLLP Group Session     Saturday, August 3rd      9:15 – 10:45am


Week 4     TLLP Group Session     Saturday, August 10th     9:15 – 10:45am


Week 5      TLLP Group Session     Saturday, August 17th         9:15 – 10:45am


Week 6      TLLP Group Session     Saturday, August 24th      9:15 – 10:45am


Week 7      TLLP Parent Session     Saturday, August 31th      1:00 – 4:00pm


Week 8     TLLP Group Session     Saturday, September 7th      9:15 – 10:45am


Week 9      TLLP Group Session     Saturday, September 14th      9:15 – 10:45am


Week 10     TLLP Group Session     Saturday, September 21th      9:15 – 10:45am


 

Cost: $180 per session

NDIS or medicare benefits may apply.

 

The cost of the program includes:

  • Pre-assessments and post-assessments to measure progress
  • Learning and executive functioning resource pack
  • 6 hours parent training
  • Checklists for record keeping to support organisation
  • Weekly email
  • Sound Pack
  • Handwriting booklet
  • Fluency pack
  • End of term progress report

Click here to download a Printable PDF of the following information

To get more information about the Literacy Learning Project call 03 9833 1120 or email info@ontracktherapygroup.com.au

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