Items related to The Newell Literacy Programme
Synopsis
"The Newell Literacy Programme" is a multi-sensory, phonetic programme that helps to improve literacy skills in phonics, reading, writing and spelling for students of all ages. It has already been implemented in 40 per cent of all schools in Ireland and has been instrumental in transforming reading levels. It is available for distribution in all countries. "The Newell Literacy Programme" comprises seven instructional books, containing over 700 pages of structured photocopiable activities suitable for students of all ages. A systematic and sequential nature characterises the lesson plans in each of the seven books. It is a modified version of the Orton-Gillingham method. Q1. Who is the "Newell Literacy Programme" suitable for? Everyone - from children attending primary school to adults of varied abilities - can excel through exposure to the "Newell Literacy Programme". From age four to age thirteen, the full spectrum of recommended reading, writing and spelling activities is covered. The content in each book is introduced logically and systematically, giving teachers and adult literacy tutors the flexibility to proceed as rapidly or as slowly as necessary, thereby fulfilling the varied needs of a full class, a small group or an individual student. "The Newell Literacy Programme" can be applied equally as a remediation programme or to prevent possible failure. It acts as a thoroughly comprehensive resource for students attending Learning Support and Resource Teachers in both Primary and Post Primary Schools and for older students attending Adult Literacy Centres. Importantly, the programme retains the flexibility for teachers to dip in and out of specific lessons as may be appropriate for diverse learning requirements. Q2. What are the main features of the "Newell Literacy Programme"? Featuring multi-sensory engagement, it links Reading, Writing and Spelling. Systematic, Sequential and Cumulative, it brings to life our Alphabetic-Phonic system. It also features: flexible application to the Individual, Group or Class; cognitive, emotionally-sound approach; and, delivery as a 'Remediation Programme' or to 'Prevent Possible Failure'. Q3.How is the "Newell Literacy Programme" different? Flexibility of use, both with children and adults, this title is relevant for all nationalities learning a second language. It offerrs guided introduction to the rules of English language. It contains superior structure, introducing only one phonic element at a time. It has less clutter with no unnecessary text, thus easier to follow. It starts with simple skills, moving slowly to more complex rules. It balances cumulative skills acquisition with stand-alone lesson delivery capability. It is authored by experienced teacher/lecturer in the field of Literacy. Q4. How will the "Newell Literacy Programme" address the needs of students with specific reading difficulties? "The Newell Literacy Programme" techniques are designed for systematic teaching which makes the learning process less challenging for students with specific reading difficulties. As the student is never asked to read what he has not been taught, confidence is established. The teacher knows exactly what to teach and when to teach it. Reading and spelling skills progress in parallel. As an alphabetic-phonic approach using multi-sensory involvement of the eyes (visual), the ears (auditory) and the muscles (kinesthetic), the basic visual, auditory and motor skills are integrated, enabling the use of all the learning pathways to the brain. A student with poor visual memory has an opportunity to learn through other channels e.g. auditory and kinesthetic. As the "Newell Literacy Programme" is compensatory in nature, it presents a wide range of strategies, giving the student superior scope for making sense out of the printed word. Streophosymbolia, for example, is a visual disorder in which letters and words appear reversed as in a mirror e.g. 'on' for 'no', 'f' for 't', 'u' for 'n' and 'b' for 'd'. The ability to take apart a single word apart and reconstruct it is how a student with dyslexia learns. For students struggling with recognition and recall of the orientation of letters and the order of letters within words, the "Newell Literacy Programme" is an invaluable tool. Q5. How can I monitor the progress of individual students in my school? Testing and evaluation are intrinsic to the "Newell Literacy Programme", with students receiving constant feedback as each new skill is taught. The systematic steps involved in teaching the "Newell Literacy Programme" draw heavily on the high levels of interaction between teachers/tutors and students. Teachers and tutors can test, evaluate and monitor student learning and indeed their own teaching. On a day-to-day basis, teachers and tutors can observe what the students are attempting, achieving or having difficulty undertaking. Constant observation and evaluation will direct the scope and thrust of teaching delivery. In this way, student strengths and weaknesses are identifiable at all times, allowing teacher discretion as to stay with a task, or move on as appropriate. In the words of Marie Clay, 'simply take the child from where he is to somewhere else'. Layout clarity and simplicity of the lesson plans characterise the seven books. This provides an invaluable tool in helping teachers and tutors write detailed Individual Education Plans (IEPs) for students in the area of Literacy. These will later help teachers and tutors to evaluate the success of these individual students in achieving recommended standards. Through structured worksheets, students move at their own pace from simple, well-learned material to gradually more challenging tasks. Accordingly, the teacher or tutor is the key monitor of individual student progress. Hundreds more case studies and testimonials about the "Newell Literacy Programme" can be found at associated website.
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About the Author
Created and developed by Irish primary school teacher Anne Newell, the Newell Literacy Programme is the cumulative outcome of her twenty years research into reading difficulties and her application of innovative methods and techniques to improve literacy capability. A full-time teacher, Anne is well known amongst the teaching profession for the range of successful in-service courses she has provided for thousands of teachers. With well over thirty years teaching experience in the area of literacy, she is a highly respected educationalist and a former lecturer in the Diploma in Remedial Education at University College in Galway in Ireland.
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