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Celebrating 20 Years of Evidence-Based Education and SpellRead

Got ESP?

By Britt P. Curran on Mon, Oct 14, 2019 @ 01:21 PM

While wafts of pumpkin spice-in-everything-nice fill the air, fall also brings a fresh batch of homework. At Halifax Learning, we know firsthand the importance of momentum. Reading requires practice; to take piano but not play a single key between lessons does little for progress. Reinforcement builds mastery and maintenance has purpose.

We also understand that homework can be daunting for both students and parents alike. A three-pronged approach (your other ESP!) can help learners conquer assignments with less tension and more confidence.

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WHAT IS ESP?

ENCOURAGEMENT

At the forefront of our initialism, encouragement fosters an environment of optimism. Although praise is important, it's deeper and different than a simple "you can do it!" If a child isn't feeling capable, being told they are might not successfully motivate. Slight rewording matters, and phrases like "I believe in you" and "I'm here to help" shift the emphasis from expectation to reassurance.

Guide your learner to say, "I would like to finish this task before bed" instead of "I must finish this task within an hour." Alleviating the pressure proffers the likelihood he or she will work harder or longer than intended⁠—or at least feel okay with what has been accomplished.

If your learner craves limits and goals, remember that wording matters here, too. For example, "try writing three sentences in the next 15 minutes" as opposed to "fill a page before supper." The key is realistic objectives followed by self-compassion if the task is not completed.

Similarly, encourage learners to swap phrases like "I should have been able to read by myself" for "I would like to read independently soon." Both sentences stem from the same notion: wanting to achieve. But speaking softer to oneself and othersboth in tone and verbiage—allows room for error and empathy.

A tangible record of success, like a reading chart or graph, can also fuel encouragement. Reading Rockets suggests parents or guardians "create a bingo card or passport where each space can be filled in by reading a mystery book, or a piece of non-fiction. Once the goal has been reached, reward your child with something... it doesn't have to be anything elaborate... just something that lets your child know how proud you are of his or her accomplishment."

SUPPORT

Sandwiched in the middle of ESP is support, which refers to action-oriented involvement and assistance.

Co-reading, even with older learners, can do wonders for literacy stress. Take turns reading pages and offer prompts when needed for that extra nudge. For longer books, chapters could range from 4-15 pages, so "sharing the load" helps. For shorter books, a page may only contain one sentence, but teamwork still allows text to feel less daunting.

To prompt, a sentence could say: "the string of lights made the street look brighter." Your learner might recognize the, of, made and look as sight words. For string, ask them to place their right pointer finger under the word while dragging it along. Help if needed by saying st, then str, then stri, etc. There's a chance they'll say string or something similar, like stripe (correct to string if they do). The goal is to recognize and apply this word on subsequent pages or in future books, and also understand the makeup of string (str + i + ng).

With mature and more challenging books, learners will likely come across several larger or unknown words. For example, in Harry Potter and the Philosopher's Stone, the first chapter alone includes "cloaks," "seized," "persuade," "faltered," and "prodded"! Help pronounce or look up the definition together in a physical or online dictionary.

Jean Gross of Oxford Owl notes that "the important thing is to keep the flow going and keep your child interested and enjoying what they are doing." Furthermore, if confidence wavers, "notice what your child has done well and tell them... [also] react positively when your child is struggling or gets things wrong. You can make clear that mistakes are how we learn."

PATIENCE

Rounding out the approach is patience. Reading comes easier to those who can read. This may sound obvious, but imagine how challenging and discouraging learning a new language can be (even if the child's native tongue, it's still a language).

Gross also stresses that automaticity takes time: "You [may see] them read a word perfectly well one day, then forget it the next. But this is normal when we are learning a new skill. Our performance is always erratic to start with. We have to repeat something again and again before it sticks... tell your child this, and let them know that you know they are trying their best."

Effort, not perfection, is important. When learning barriers exist, it's common for individuals to hit emotional and mental walls. The adage "practice makes perfect" is dated and potentially detrimental. Instead of placing perfection on a pedestal, try "practice makes progress" and ensure learners know that language wizardry is a marathon, not a sprint. They can become stronger, they will gain self-compassion, and it is worth the effort.

As for total word domination? Leave that to Hermione.

 

BONUS: WRITING

jessica-lewis-4VobVY75Nas-unsplash-1If your learner struggles to summarize what's been read or seems defeated by the task, change it up! Give them a journal or lined stationery to start a running "vocab list." No pressure to write down every unknown word⁠—aim for two every five pages.

Alternatively, if they're truly reluctant and haven't been assigned specific compositions, have them jot down a few fun, detailed sentences about a personal topic (sports, school, best friends, holidays, etc.), so they begin associating writing with joy, not just frustration.

When spelling, students often want to copy directly from the book or ask adults how to write the words. There's a delicate balance to this request. If the child is really frustrated, offer the first or second sound as a start. Similarly, try to keep the book closed during writing so there isn't a temptation to peek. For slightly older students, offer to spell 3-5 words on paper or a whiteboard to jumpstart ideas.

REMIND THEM: "What's better than best? You tried the rest!"



Looking for more personalized insight? Contact us to help gauge your learner's skills:

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Phonological Awareness and EAL

By Eryn Steele on Sat, Nov 24, 2018 @ 11:21 AM

The importance of phonological skills cannot be underestimated in teaching English as an additional language. Phonological awareness is understanding the sounds (phonemes) of the English language and knowing the symbol or letter (grapheme) that represents those sounds.

A person who speaks, French, Spanish, Latin or German based languages are familiar with the English alphabet. There may be some differences with accents over letters, but the recognition of each letter is there with many similar sounds. English is derived from Latin, Greek and Germanic languages.

The alphabet and its related sounds are not as familiar to the student from a language that has an entirely different alphabet. This includes Russian, Persian-Farsi, Japanese or Chinese. The beautiful calligraphy of Chinese and Japanese has no relation to English.  Some of the letters in the Russian alphabet do match English. The Greek alphabet also has some similar letters and sounds.

Phonological or phonemic skills are developed by recognizing the letters and the sounds they make when spoken. The next step is putting it all together in speaking and reading. A native English speaker learning another language may experience the same problem learning the sounds and usage of the same letters in French or German.

Where are you from?

Knowing the student's origin will help in teaching them to recognize sounds. People from countries that don't use the Latin alphabet will have to learn to read again even though they read fluently in Arabic or Korean. They are starting over much as English speaking children learn to read.

Chances are the people learning English as a second or even third language are familiar with some phrases. They may be able to piece together a few English words. However, they may not be able to read that phrase if it is written out. They will learn to manipulate the sounds and written language into sentences as they improve their English skills.

Short sounds

Many ESL teachers begin by teaching the short vowel sounds in alphabetical order. Repetition is most important with drills and practice. Blended computer lab programs that involve reading along with working with individual teachers help students to become familiar with the basic sounds and how they are used to spell words.

They move on to learn the hard consonant sounds and rhymes. They are able to identify t,p,g,n,m,  sounds. They progress to other consonants and understand how the sounds blend together to form words and sentences.  Major emphasis is placed on reading and writing sentences as well as speaking. 

Rhyming, used with young children, works with adults as well to understand sounds. It starts with simple games such as learning how many words can be made from using it as a root word. Students learn to recognize the hard consonant sounds that form words such as pit and fit.

These are basic steps in building phonological skills for English Language Learners. More advanced programs teach the difference between spelling with the ph (as in phonics) and the f (as in fan).  Every effort is made to help students improve their English reading and spelling which has rules that are frequently broken. 

Hearing, speaking and reading English are the result of well-developed phonological skills. Study, practice and immersion in an English-speaking environment will help to build those skills.

Dr. Linda Siegel's research clearly shows the importance of phonological awareness and teaching English as a Second Language.  Her work show the evidence how important this is. 

Linda Siegel

At the Halifax Learning Centre we have used the SpellRead program with ESL learners in Nova Scotia and also abroad in China, and in the United States.  We also did a program with Chinese pilots wanting to perfect their English language pronunication skills.  

For more information on any of our programs please email: information@halifaxlearning.com.

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#RaiseAReader

By Eryn Steele on Sun, Apr 08, 2018 @ 11:06 PM

 

 
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Are you a parent trying to #raiseareader?
 
Do you feel anxious, frustrated and confused trying to navigate which academic approach best suits the needs for your child's learning difference? We are bombarded with hashtags, captions, memes, free flowing commentary and rapidly changing ideas, making it difficult to filter through the noise when it comes to education. 


As a parent, monitoring your child’s health is second nature and at the first signs of an illness you don't hesitate to contact a medical professional you know and trust. If your household has been anything like mine lately, trips to the family doctor, walk-in clinics and the emergency room feel like a regular occurrence. Referencing Doctor Google is on repeat and following all the expert recommendations for a speedy recovering is non-negotiable. Fluids. Rest. Repeat.  
We are all alert to the signs and symptoms of a medical issue and prepared to take action. Immediately.

But can the same be said for reading skills? Do parents have the tools, resources and confidence to advocate for their child's learning needs? And do parents know who to trust and what the science says about teaching reading? 

Our experience at Halifax Learning, our unfortunate answer to that question is no. Far too often we meet with parents that are desperately searching for the right support for their child. While these conversations are often difficult, we consider ourselves to have the best job in the world.  We're here to end your search and start the journey towards skilled, confident, learning. 

Things to consider when raising a reader: 

→ Reading skills begin to develop from birth. 

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 Reading and writing are inventions that have evolved over thousands of years. We’re not born with the innate knowledge that the English language is made up of 44 sounds, text is read from left to right or that the words on a page can evoke an emotional reaction, political change, creative inspiration and much more.  

Reading starts at home from day one. Nurturing a positive, committed relationship to literacy begins from birth. In Nova Scotia, new parents are fortunate to receive a bag of carefully selected books from a Read to Me  representative.

 

When you demonstrate an interest in your child’s reading, they are far more likely to experience positive results. According to How to Make Your Child a Reader for Life, written by educator and young-adult novelist Paul Kropp, there are three time periods during childhood when reading may slump

  • Transitioning into kindergarten
  • Grade 4
  • High School 

Although reading at home often and early is important, it is not enough. Many children need explicit, intensive, and comprehensive evidence-based reading remediation programs that integrate the five essential elements of reading instruction.  

1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension

→ It's not just about reading!

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While the ability to read is important for its own sake, it provides the foundation for all other learning, particularly during school years. Consider how much difficulty a struggling reader will have with both textbooks, computer-based lessons and capturing creative ideas and critical thinking into the written word. With proper reading instruction and frequent exposure to reading, writing skills will also develop, supported by a robust vocabulary and familiarity with a variety writing styles.  

 



→ 
Academic success is only a small piece of the pie! 

SuccessKidAcademic success is only one category that will be positively impacted by solid reading skills.

Efficient and effortless reading contributes to psychological traits such confidence, concentration and self-discipline. Reading opens a window to the world, it’s a way to expose children to learn about new cultures, ideas and philosophies. Reading offers a platform for critical thinking, interpretation and is the ultimate agent of change. 

 

 

 →  School memories are enduring. 

Excited schoolgirl at the library reading a bookThe importance of learning to read continues to play a part in your child’s success during adulthood. According to the Canadian Literacy and Learning Network, less than 20 percent of those with the lowest literacy skills are employed. Only 5 to 10 percent of these people enroll in programs designed to improve their literacy for job training.

Helping your child develop a strong reading ability early will help him or her avoid this difficult situation. 

Halifax Learning is committed to helping all students develop positive and successful memories during their academic journey and beyond.

 

Some additional help may be needed to get them through these hurdles. The importance of learning to read can’t be overstated. Our flag-ship program, SpellRead can help you take a proactive approach to fully developing your child’s skills. Contact us to schedule his or her free reading assessment

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A Super SpellRead Success Story!

By Britt P. Curran on Wed, Mar 28, 2018 @ 02:38 PM

 

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Efficient reading and writing skills are about more than just grade. Our mission to unlock the learning potential of our students to allow them to pursue their passion, like Girl Guide badges.  Read below to learn more about Rachel's journey to a full Girl Guide sash with Halifax Learning. 

When Rachel began at SpellRead last July, reading and writing were not among her preferred past times. Like many students who walk through our doors, she struggled to find joy in a world of books or writing by hand.

If this sounds familiar, don't wait, contact us today for a free in-depth literacy skills assessment.  There is no obligation to enroll and within one hour you'll have a better understanding of how your child processes and understands text.  We'll also send you a digital copy of the assessment report!

Recently, however, a certain spark has been lit and Rachel's developed a newfound self-assurance!

Her SpellRead instructors and her mom, Terri-Lynn, have all noticed a change in Rachel's energy and dedication to reading and writingespecially when it comes to earning Girl Guide badges.

"The other day, Rachel gathered the pages to do the write-ups on approximately six badges and took them to EXCEL, an after school program," says Terri-Lynn. "It was such a surprise to see her sitting alone working on her write-ups, and she was so happy to read each one to me."

Rachel's homeroom and resource teachers at school have also noticed a difference!
Rachel reading!"They are seeing changes in her as well and the said that the knowledge she's gaining at SpellRead has proven to be very useful," says Terri-Lynn. "They've noticed an increase in her confidence."

SpellRead isn't just about achieving a growth in assessment scores. The program strives to provide a supportive and encouraging environment for students so that they can blossom personally, too!

Way to go, Rachel! We're all so proud of you!

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