Emma Phyland
Special Education and English Teacher (Secondary)
Evidence set 5
Literacy and Numeracy Intervention
Context
Throughout my degree and experience in the special education sector, I have developed a keen interest in effective and evidence-based literacy and numeracy instruction. Research shows that low levels of literacy are often associated with negative interactions and experiences within the criminal justice system. Literacy levels also affect life expectancy levels, linked through socioeconomic and health factors. Students who grow up with poor literacy skills are also more likely to be unemployed and have low incomes. Low literacy levels and ineffective intervention also contribute to the over-representation of Indigenous Australians in the justice system. In comparison, low numeracy levels also create barriers to students’ overall school success, contribute to early school drop-out rates, and reduce students’ future interactions with higher education and the workforce.
Unfortunately, throughout my career and university studies, I have noticed that a lot of schools and trained practitioners are unaware of literacy and numeracy programs that are outdated and ineffective. As a result of this realisation, I set out to find evidence-based and research-based literacy and numeracy interventions that will build on my knowledge and understanding of effective interventions. This knowledge and understanding will allow me to successfully support students with learning difficulties to achieve adequate levels of literacy and numeracy before they leave school, which will enhance their quality of life and contribute to their future outcomes (Wise, et al., 2018). Throughout my degree and career in special education, I have had the opportunity to see and use a range of instructional practices that support students with learning difficulties and disabilities. However, I was interested to see the efficacy of certain programs and their rate of success.
ACTION
LITERACY
Once I began to research evidence-based literacy instruction, I quickly realised that the world of literacy intervention was a complex and marketised industry that many practitioners were confused about, including myself. Due to this confusion and the need for professional support, I reached out to a registered Speech Pathologist and Special Education Teacher, who runs an Australian Language & Learning business that offers best-practice research and data-driven instructional methods that support literacy interventions for students with learning difficulties and disabilities. I have been in contact with the owner a number of times throughout my degree to inform my own practice in the areas of classroom readers and evidence-based literacy intervention (see ‘Conversations with Registered Speech Pathologist and Special Education Teacher’).
This particular practitioner made the following recommendations in the areas of literacy instruction;
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Books to read - 'Reading Development and Teaching' by Rhonda Stainthorp and 'Speech to Print' by Louisa Moats.
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Ineffective approaches - Whole Language approaches, 'PM Readers' (predictive text), and 'Reading Recovery'.
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Recommended Training - 'Sounds Write' (Gold Standard).
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Recommended programs and resources - 'Reading Doctor' apps, 'Drop-in Series' PDF readers, 'Forward with Phonics' workbooks, the 'Little Learners Love Literacy' approach, and Department for Education and Teaching (NSW) phonics resources.
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Students with intellectual disabilities with an IQ of above 60 are able to learn to read white approximately 30 mins of evidence-based instruction per day.
Other recommended literacy intervention programs and resources include:
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Sounds – Write
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Little Learners Love Literacy
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The MultiLit suite of programs (InitiaLit, MultiLit, MiniLit, Macqlit, etc.) (see 'Teaching a Macqlit Lesson')
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Direct Instruction (Reading Mastery, Corrective Reading – Decoding, Spelling Mastery, Spelling Through Morphographs)
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The Spalding Method
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Doorway into Practical Literacy (DIPL)
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Question Skills Reading Comprehension
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University of Queensland programs (Early Literacy Foundations, ELF, Phonological Awareness for Literacy, PAL, Phonological Awareness Training for High School, PATHS)
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Phonics International & Oxford Reading Tree Tool
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Reading Doctor apps
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Drop-in Series PDF readers
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Forward with Phonics workbooks
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Department for Education and Teaching (NSW) phonics resources
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SPELD SA Phonic Books
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FlyLeaf Decodable Books
NUMERACY
Fortunately, as part of my Bachelor of Education / Special Education (Secondary) degree, I had the opportunity to complete a topic on 'Students with Numeracy Difficulties' which focused on effective interventions for students with learning difficulties and disabilities that required targeted intervention in numeracy. As part of this topic, the book 'Building Numeracy - From Diagnosis to Intervention' by George Booker was used to assess, collect data, and provide intervention to students with numeracy difficulties. Each assignment within this particular topic covered how to implement successful numeracy interventions, which allowed me to assess student data in response to a range of tests that covered all of the four basic operations of numeracy (+ ÷ - x ), including 'number sense'. This data allowed me to compare and contrast where students were 'at' in terms of their knowledge of the four operations and the book also offered a guide of specific interventions to provide to students based on their test scores. As a result, I developed a comprehensive intervention program to provide to specific students in order to mitigate their numeracy difficulties (see'Numeracy Assessment Data Analysis and Intervention Program').
Effective numeracy interventions and resources, suggested by the 'Dyslexia and SPELD Foundation' include;
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Elementary Maths Mastery (EMM)
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Books to read 'The Dyscalculia Resource Book' and 'Overcoming Difficulties with Numbers'
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Books and games developed by Paul Swan (e.g., Dice Dilemmas, Tackling Tables, Fraction Cover Up, Money Matters)
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Magical games for Mathematics
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NumberShark program
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Foundation Mathematics, Units 1 - 4
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Numbersense (number-sense.co.uk)
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The Number Race (thenumberrace.com)
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The Number Catcher (thenumbercatcher.com
(see 'Developing Mathematics Skills' by The Dyslexia and SPELD foundation)
As a result of wanting to find more evidence-based and research-based numeracy intervention programs, I reached out to the 'Australian Special Education/Learning Support Teacher Network' Facebook group asking for any links to effective programs.
Responses of recommended mathematics intervention programs included;
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Connecting Math Concepts
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Number Worlds from McGraw Hill
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JEMM and EMM Maths Mastery
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Catch-up Numeracy
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Back to Front Maths
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Maths U See
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Maths Australia
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Mathematical Brain by Brian Butterworth
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Ronit Bird books
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Steve Chinn website
In addition, from further research into ineffective literacy and numeracy practices, I found a helpful resource from 'Dyslexia Victoria Support' that outlines programs and treatments that focus on literacy and numeracy difficulties which are not recommended (see 'List of Ineffective Programs and Treatments').
Conversations with Registered Speech Pathologist and Special Education Teacher (6.2, 7.4)
(click arrows to view conversations)
Below are screenshots from the regular contact I have had over the course of my degree with a registered speech pathologist and special education teacher. This practitioner has offered invaluable insight into literacy instruction and I have taken her advice on board throughout my studies. This practitioner has opened my eyes into the intricate nature of literacy instruction and also confirmed my suspicions in the outdated and ineffective practices of predictive text and whole language programs.
Teaching a Macqlit Lesson
(click to enlarge)
I had the opportunity to teach a Macqlit lesson with four students with significant literacy difficulties. Macqlit is a recommended literacy intervention program that has a strong evidence base for its effectiveness.
Recommended Phonics Programs and Interventions from 'Language and Learning'
(click to view)
Recommended phonics programs that are evidence-based and research-based with strong efficacy in improving the outcomes of students with literacy difficulties.
List of Ineffective Programs and Treatments
(click to enlarge)
A comprehensive list of ineffective and outdated literacy intervention programs from 'Dyslexia Victoria Support' that are not recommended.
Literacy Progressions Mapped to Decodable Readers from 'Language and Learning'
(click to view)
Literacy progressions that are mapped to decodable readers, moving through increasing tiers of intervention.
Numeracy Assessment Data Analysis and Intervention Program (2.5, 5.1, 5.4)
The purpose of this assignment was to analyse test data from one student in relation to their knowledge of ‘numeration’. One student’s test was analysed and their numeracy difficulties were identified accordingly. Targeted intervention strategies were provided in response to this student’s numeracy difficulties.
RESULTS
As a result of engaging with professionals and researching evidence-based and research-based practices, I was able to research effective and ineffective practices in literacy and numeracy intervention.This contemporary knowledge and understanding has allowed me to become a well informed teacher with current knowledge in evidence-based practices that are proven to benefit some of our most vulnerable students and reduce the likelihood of literacy and numeracy difficulties impact on their future outcomes.
Since having the conversations with a qualified professional, I decided to read the recommended literacy intervention books which gave me a deep insight and understanding of the processes that are involved in teaching and achieving fluent word reading skills and the ability to comprehend written texts. By having the knowledge and understanding of these processes and their development empowers me as an early career teacher to select appropriate evidence-based teaching strategies which will allow me to teach my students effectively and produce sound results in their literacy and numeracy progressions.
I have also developed a vast understanding of research-based and evidence-based interventions and resources that I hope to gain training in throughout my teaching career as part of my ongoing professional development (see 'Recommended Phonics Programs and Interventions'). As part of my research into literacy interventions, I was delighted to see that age-appropriate learning materials, such as decodable readers, were targeted at older readers who required intensive intervention in high school and in their adult lives (see 'Literacy Progressions Mapped to Decodable Readers'.
Developing Mathematics Skills by 'The Dyslexia and SPELD Foundation'
(click to view)
A comprehensive list of evidence-based mathematics interventions to supporting students with learning difficulties and disabilities.
EVALUATION
Although I have engaged with professional networks and colleagues within the teaching industry in regard to effective practices in literacy and numeracy instruction, I am aware that as an early career teacher I still have much knowledge, experience, and understanding to gain in these particular learning areas. I plan to further develop my skills in these areas by making the most of professional development opportunities offered by schools and also sourcing my own professional development in research-based and evidence-based interventions that have proven to maximize the progress of students with learning difficulties and disabilities.
I will continue to research and implement best practice in literacy and numeracy instruction in order to deliver effective programs for some of the most vulnerable students. My dedication to effective instructional practices will allow me to create an immense impact on student development in two essential areas of knowledge and understanding that will significantly impact their lives outside of school and increase their future educational and vocational opportunities and positively impact their quality of life.
Standards
2.5 Literacy and numeracy strategies
I researched evidence-based and research-based literacy practices that are recommended by professionals within the field of literacy and numeracy intervention. I also identified a range of ineffective practices that are not recommended for use.
5.1 Assess student learning
Within the numeracy intervention assignment, I was able to assess student learning against the ACARA achievement standards and design a learning program that explicitly targeted a student's specific numeracy difficulties.
5.4 Interpret student data
I interpreted student assessment data to evaluate student learning against a set of clear numeracy objectives. I then developed a targeted teaching strategy to address a student's specific difficulties.
6.2 Engage in professional learning and improve practice
I engaged in professional learning throughout my research of evidence-based literacy and numeracy interventions. I identified key professional development workshops that I wish to engage in throughout my future teaching career. I will use this knowledge of effective intervention practices to inform my own teaching and inform other practitioners about outdated and ineffective practices.
7.4 Engage with professional teaching networks and broader communities
I liaised with an external professional (speech pathologist and special education teacher) to broaden my professional knowledge and practice in literacy and numeracy intervention which will inform my future teaching.
References
Wise, J., Harris, B., Nickson, R., Boughton, B., & Beetson, J. (2018) Impact of the ’Yes, I Can!’ adult literacy campaign on interactions with the criminal justice system. Trends and Issues in Crime and Criminal Justice, 562, pp. 1-16.