The Hickey Multisensory Language Course Wiley | October 31, 2005 | ISBN-10: 1861561784 | 400 pages | PDF | 1.5 MB
The Hickey Multisensory Language Course has become a classic. It is widely used throughout the UK by teachers working with dyslexic learners of all ages, and is a core text for university courses directed at specialist teachers. Moreover, it has exerted a powerful influence on approaches to teaching literacy skills, including the National Literacy Strategy Framework for teaching. Children now have an entitlement to access to the National Curriculum. Special educational needs, including dyslexia, must be identified, assessed, and addressed, mostly within an inclusive mainstream classroom. Special programmes such as the Hickey are implemented as part of an Individual Education Plan, and need to be linked to the Literacy Hour. The Third edition makes explicit links with current classroom organisation and gives examples of appropriate IEPs, and suggestions for use of ICT. To address the need for specific training in phonological awareness, the Hickey Lesson Plan has been modified, and a chapter added which includes specific games and activities to develop phonological awareness, and to develop the use of strategies in reading a range of whole texts.
How to do a safe download of the complete program with resourse material:
I have enjoyed visiting the board over the past months and have used it as a resource for my job. However, lately it has become a sort of online garage sale. Please...if you want to sell stuff or give it away do it another way. Use the board for asking for and giving advice, tips, lesson plans , etc. Thank you!
Loretta SmithOn 10/04/12, Nicole/MO wrote: > DEAR FED-UP, > > I was a little taken back by your short burst of negativity. > First of all, I can only assume that you are either a new > teacher or a general classroom teacher. If you are neither of > those, then I think you are a little confused. I also don’t > think that many reading teach...See MoreOn 10/04/12, Nicole/MO wrote: > DEAR FED-UP, > > I was a little taken back by your short burst of negativity. > First of all, I can only assume that you are either a new > teacher or a general classroom teacher. If you are neither of > those, then I think you are a little confused. I also don’t > think that many reading teachers would agree with you. > > On teachers.net, there is a chatboard designated for each and > every teaching position or subject imaginable. The chatboard > that best fits the needs of Title 1 Reading teachers, Reading > Specialists, Reading Coaches, Dyslexia technicians, Reading > Instructional Assistants, and Reading Paraprofessionals is > this one (Remedial Reading). I have been a Reading > Specialist/Title 1 teacher for over ten years and have chosen > the Remedial Reading chatboard to best fit my needs. I post > on this chatboard from time to time, but am more active on > other reading reform forums. When I do post to this > chatboard, it is usually because I have something to share > that I know would help other reading teachers. I frequently > get positive e-mail responses after I do share on this > chatboard and that gives me motivation to post again when I > find something of value to reading teachers. > > > Your fed up remarks were mostly a reaction to my last group of > recent posts. Obviously, these posts didn’t address > information that you find useful. You mentioned that you like > to find lesson plans. You might find some of that on this > chatboard. However, I assure you that it is not what reading > teachers who work with small groups of struggling readers are > primarily looking for. A lesson plan is not going to address > all the individual needs of the 75 students placed in our > remedial reading program. > > Posts that that you are fed up with= LIST OF 14 FREE ONLINE > READING INVENTORIES > Reading teachers have the important job of administering > diagnostic assessments to evaluate and diagnose a student’s > reading strategies and weaknesses. The reading teacher > matches these skills with appropriate teaching strategies and > materials. My post, “a list of 14 free online reading > inventories”, is a valuable resource for every reading > teacher. The effectiveness and validity of the > screenings/assessments on the list are backed up by research. > That and the fact that they were so easy to access saved > teachers much time during the screening process. A teacher e- > mailed me recently because she was so grateful for the list > because it led her to finding the perfect progress monitoring > measure for all of her remedial reading students. She shared > this resource ([link removed]
Where's Your Post?........ nfmOn 1/21/13, Loretta Smith wrote: > On 10/04/12, Nicole/MO wrote: >> DEAR FED-UP, >> >> I was a little taken back by your short burst of negativity. >> First of all, I can only assume that you are either a new >> teacher or a general classroom teacher. If you are neither of >> those, then I think you are a litt...See MoreOn 1/21/13, Loretta Smith wrote: > On 10/04/12, Nicole/MO wrote: >> DEAR FED-UP, >> >> I was a little taken back by your short burst of negativity. >> First of all, I can only assume that you are either a new >> teacher or a general classroom teacher. If you are neither of >> those, then I think you are a little confused. I also don’t >> think that many reading teachers would agree with you. >> >> On teachers.net, there is a chatboard designated for each and >> every teaching position or subject imaginable. The chatboard >> that best fits the needs of Title 1 Reading teachers, Reading >> Specialists, Reading Coaches, Dyslexia technicians, Reading >> Instructional Assistants, and Reading Paraprofessionals is >> this one (Remedial Reading). I have been a Reading >> Specialist/Title 1 teacher for over ten years and have chosen >> the Remedial Reading chatboard to best fit my needs. I post >> on this chatboard from time to time, but am more active on >> other reading reform forums. When I do post to this >> chatboard, it is usually because I have something to share >> that I know would help other reading teachers. I frequently >> get positive e-mail responses after I do share on this >> chatboard and that gives me motivation to post again when I >> find something of value to reading teachers. >> >> >> Your fed up remarks were mostly a reaction to my last group of >> recent posts. Obviously, these posts didn’t address >> information that you find useful. You mentioned that you like >> to find lesson plans. You might find some of that on this >> chatboard. However, I assure you that it is not what reading >> teachers who work with small groups of struggling readers are >> primarily looking for. A lesson plan is not going to address >> all the individual needs of the 75 students placed in our >> remedial reading program. >> >> Posts that that you are fed up with= LIST OF 14 FREE ONLINE >> READING INVENTORIES >> Reading teachers have the important job of administering >> diagnostic assessments to evaluate and diagnose a student’s >> reading strategies and weaknesses. The reading teacher >> matches these skills with appropriate teaching strategies and >> materials. My post, “a list of 14 free online reading >> inventories”, is a valuable resource for every reading >> teacher. The effectiveness and validity of the >> screenings/assessments on the list are backed up by research. >> That and the fact that they were so easy to access saved >> teachers much time during the screening process. A teacher e- >> mailed me recently because she was so grateful for the list >> because it led her to finding the perfect progress monitoring >> measure for all of her remedial reading students. She shared >> this resource ([link removed]
We have been able to get many of the students in the program to read at gr...See MoreIn our board, every school must offer the LLI program to students who have not reached reading benchmark by the start of grade one. This year is the third year that I have been using the program and I love it. We have had great success and the students love it too.
We have been able to get many of the students in the program to read at grade level by January.
The program uses great original texts and is well paced. Students are taught in groups of three every day. (In my opinion, this is perhaps the main reason for student success....small groups and consistency.)
Lessons last 30 to 40 minutes. Reading and writing are taught in each lesson. Depending on the lesson, students re-read for fluency, do letter and word work; guided reading and independent reading; interactive, dictated and independent writing. (Lessons are prescribed and highly detailed.) Students are given a book pouch to take home with a book to read each night to a parent and they are also given a homework page related to the story they are reading. (A key component to having student success.)
A running record is taken every other day on one of the students in the group.
The program is comprehensive and it works.
This year, a school based decision was to purchase the blue (grade two program) to use with students who have intellectual delays. These students are grades three, four and five and even though they are older than second grade level, the students love the books and the program. The themes are appropriate for their intellectual levels and it something they can feel successful at. Many of them will choose to give up a special school activity in order to come to my reading lesson (using LLI).
The program is expensive, but worth every penny.
jb
On 9/27/12, Ellen wrote: > Does anybody use this in their school? Thoughts? > > Thank you.
EllenOn 10/01/12, jb wrote: > In our board, every school must offer the LLI program to > students who have not reached reading benchmark by the start > of grade one. This year is the third year that I have been > using the program and I love it. We have had great success > and the students love it too. > > We have been able to get m...See MoreOn 10/01/12, jb wrote: > In our board, every school must offer the LLI program to > students who have not reached reading benchmark by the start > of grade one. This year is the third year that I have been > using the program and I love it. We have had great success > and the students love it too. > > We have been able to get many of the students in the program > to read at grade level by January. > > The program uses great original texts and is well paced. > Students are taught in groups of three every day. (In my > opinion, this is perhaps the main reason for student > success....small groups and consistency.) > > Lessons last 30 to 40 minutes. Reading and writing are taught > in each lesson. Depending on the lesson, students re-read for > fluency, do letter and word work; guided reading and > independent reading; interactive, dictated and independent > writing. (Lessons are prescribed and highly detailed.) > Students are given a book pouch to take home with a book to > read each night to a parent and they are also given a homework > page related to the story they are reading. (A key component > to having student success.) > > A running record is taken every other day on one of the > students in the group. > > The program is comprehensive and it works. > > This year, a school based decision was to purchase the blue > (grade two program) to use with students who have intellectual > delays. These students are grades three, four and five and > even though they are older than second grade level, the > students love the books and the program. The themes are > appropriate for their intellectual levels and it something > they can feel successful at. Many of them will choose to > give up a special school activity in order to come to my > reading lesson (using LLI). > > The program is expensive, but worth every penny. > > jb > > > > > On 9/27/12, Ellen wrote: >> Does anybody use this in their school? Thoughts? >> >> Thank you.
Has anyone used Wilson Reading along with 3rd grade Harcourt Storytown (Strategic Intervention)? I am looking to match the Wilson phonemes with Storytown stories.
I really enjoy this site, as there are always wonderful posts and articles!
My company has just developed some new CCSS courses, and I would love to have you check them out. Click here: [link removed].
We have developed courses by Teachers for Teachers; and they fantastic as they teach how to apply the new Common Core State Standards in the classroom and award 3 graduate credits per course.
Hope to hear back from you soon, our email address is below.
And thank you so much, your articles are wonderful! Warmest Regards, - The TeacherStep Team [email removed]
On 11/08/12, Reading Teacher To Go wrote: > I can't help but feel I have been stretched so thin this > year that I am beyond exhausted at the end of the day. When > I first started teaching reading, I had my own classroom > and the students came to my room. Fast forward a few years > later, I push into their classrooms on a cart. I push the > cart from classroom to classroom all day long and carry my > books in a bag. Last year, I just taught the upper grades > and this year all reading teachers are 1st- 5th? We use the > Jan Richardson Guided Reading. I have 17 reading groups! I > have different reading levels to keep track of, different > lesson plans for each level, and I am just exhausted. > Pulling books, keeping track of which day I am on, and > writing 17 lesson plans each week is beyond exhausting! I > can barely keep track! Is anyone else being stretched thin > this year as well? Are all schools making reading teachers > teach grades K-5 or 1-5th or is it just my school? > > Also, does anyone have a good system for pulling books? Or > does anyone else use the Jan Richardson method as a Reading > Specialist?
Hello all, I just started a new job as a remedial reading teacher in a junior high (middle school). I have experience with primary grades but not with older kids. Does anyone have any suggestions for books to use with them? Also, any suggestions about anything at all would be greatly appreciated. Thanks.
Also, the SQ3R method is old and very simple, but try teaching them this. You can use this method with Hi/Lo materials and it will help them with the comprehension side of reading, especially for non-fiction. Non-readers tend to just look at the pictures in non-fiction materials and don't even try to read what's there. But non-fiction is also highly motivating for a lot of students because of those pictures, especially boys. Controlled vocabulary fiction pieces can a big turn-off for those middle school students.
For decoding, there are a lot of good programs out there, but too often we don't put enough emphasis on comprehension with those students who are poor decoders.
On 11/29/12,...See MoreHave the student choose text that is approximately reading level and is interesting. Then help the student learn to decode, recognise, and comprehend any unfamiliar words. Use universal word, explicit teaching, concrete, multi-sensory, applied phonics, reading/language arts/English intervention.
Anita learntoreadnow
On 11/29/12, Sarah wrote: > Hello all, > I just started a new job as a remedial reading teacher in a > junior high (middle school). I have experience with primary > grades but not with older kids. Does anyone have any > suggestions for books to use with them? Also, any > suggestions about anything at all would be greatly > appreciated. Thanks.