An evidenced-based, multidisciplinary, multisensory approach to the remediation of literacy problems, this new edition includes complete instructions and scripts for all group and individual activities, as well as worksheets and record/monitor sheets. Aimed at students aged 7.5 to 13 years, it is a finely graduated program that builds phonological processing skills from basic to the complex levels required for literacy. As students gain proficiency at each level of phonological ability, the program then provides corollary instruction and overpractice in word attack strategies for reading and spelling. Non-words and real words are provided for practitioners to apply the program flexibly according to the students real word reading ability. Once full alphabetic reading at the single syllable stage is established, metacognitive strategies to deal with irregular words are taught. Finally multisyllabic word reading/spelling and reading/spelling connected text are addressed.
Frequently Asked Questions:
How many students in a group? We recommend a maximum of four students per group. This ensures you are able to provide sufficient and effective feedback to students.
How long does the program take? This depends on the students skill level. The minimum frequency recommended is one group and one individual session per week. You should allow: 45 mins to 1 hour for each group session 30 mins to 1 hour for each individual session
When do I move onto the next session? Individual Record Sheets are provided to monitor students at each level. For phonological awareness, reading and spelling activities, students need to be achieving at 80% or greater success rate before taking on new material. If students do not meet these criteria within one sitting, it is suggested that the session be repeated with supplementary activities and feedback (which are supplied in the Resource Manual at the end of the program).
Can the PAL be used with individuals? Yes! We suggest that the facilitator start with the group activities for a particular session as these introduce key concepts and strategies. The facilitator should have the individual record sheet available to record progress in the core tasks of Sound Swaps, Spelling, Reading, and Speedy Sounds.