- COURSES ON OFFER
- Understand contemporary educational research in relation to dyslexia and reading comprehension impairment as well as their implications
- Understand how contemporary research can be used to create effective and engaging interventions
- Apply these principles when receiving training in delivering 1:1 and group interventions
- Apply these principles to differentiation and personalised learning in the classroom
SEND - Reading Comprehension
|Event Focus Categories:||
SEN / Differentiation
Teaching and Learning
|Event Subject or Topic Area:||Delivering Interventions for Dyslexics and Poor Comprehenders (Yr6+)|
|Target Audience:||Primary and Secondary School Teachers, Teaching Assistants, SENCOs and Parents (YR6+)|
This course will consider theoretically motivated and evidence-based interventions to improve the reading of students with Dyslexia and Reading Comprehension Impairment. It will draw on key studies, in particular those by Paula Clarke, Margaret Snowling and Charles Hulme to provide practical resources that have been shown to lead to significant progress of students.
The course will explore the nature of dyslexia and reading comprehension, provide an understanding of contemporary research in accordance with the specific needs of these students and train attendees to deliver interventions that maximize the progress that students make in (and beyond) the curriculum.
|Course Leader 1:||
Grace Elliott (Teacher of SEN/Academic Support)
Grace is a teacher of Academic Support and SEND at Wellington College where she has taught for seven years. She has just completed a EdD in reading comprehension at Reading University, which involved working with over 100 secondary school students who have a reading comprehension impairment. Her interest in education theory and practice was sparked when completing a Masters in Learning and Teaching from Oxford University, and she has since published a number of articles on aspects of SEND in the TES.