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  • Level 1: Vocabulary Enrichment Programme | NBSS
    Language Therapist Significant improvement was measured by a greater increase in raw scores across all standardised measures in the intervention schools than the control schools Introduction Supporting and developing the language and literacy skills necessary to engage effectively in all aspects of school and home life is integral to the work undertaken to support students in NBSS partner schools Research highlights how behavioural and academic problems exert reciprocal influences on one another McEvoy Welker 2000 McIntosh et al 2007 The research points to the importance of recognising the links between academic and behaviour difficulties and coordinating systems for prevention and intervention in both areas Bulotsky Shearer Fantuzzo 2011 Byrne Smyth 2010 Miles Stipek 2006 Trzeniewski et al 2006 Valiente et al 2010 Speech Language and Communication Skills Speech language and communication skills are an integral part of literacy Literacy includes the capacity to read understand and critically appreciate various forms of communication including spoken language printed text broadcast media and digital media DES 2011 p 8 This highlights the integral nature of oral language development in both literacy and numeracy Development of vocabulary skills is inherent to both oral and written language development Students aged 12 17 years are exposed to 10 000 new words from textbooks alone over their years at post primary school Clark 2003 The transition to post primary school requires students to have a high level of vocabulary knowledge in order to communicate efficiently in the academic context Wilson et al 2010 and students with limited vocabulary often find this a significant barrier to their learning International evidence highlights that vocabulary difficulties are more prevalent for students in areas of socioeconomic disadvantage Sage 2005 Spencer et al 2012 and that vocabulary skills can be developed and modified as a result of intervention Nash Snowling 2006 Parsons et al 2005 Within Ireland there is a national focus on oral language and literacy development within the new Junior Cycle Key Skills and Junior Cycle English programme For these reasons combined with the positive data from the NBSS Vocabulary Enrichment Programme VEP Joffe 2011 pilot project the NBSS introduced an adapted version of the VEP programme to six post primary NBSS partner schools as a Level 1 whole school support the VEP programme was originally developed for use with small groups of students with identified language impairments Thus an adapted version of the VEP was developed by the NBSS senior speech and language therapist to fit in with whole class teaching Overview The adapted Vocabulary Enrichment Programme VEP is a school based whole class intervention that supports development of oral vocabulary skills in adolescents The research project aimed to evaluate if the programme would be successful in improving the oral vocabulary skills of first year students in Irish post primary schools in areas of socioeconomic disadvantage Four hundred and seven first year students from six NBSS partner schools participated with three hundred and nineteen students from four schools receiving the intervention in September 2013 and the remaining eighty eight

    Original URL path: http://www.nbss.ie/nbss-research/language-literacy-learning-research-projects/level-1-vocabulary-enrichment-programme (2016-02-02)
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  • Level 2: Developing Writing Skills - Story Maker's Chest | NBSS
    A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Home NBSS Research Language Literacy Learning Research Projects Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Story Maker s Chest Teacher as Researcher Action Research Project The Story Maker s Chest is a selection of multi sensory resources to stimulate creative writing extend vocabulary and improve grammar There is a 124 page guide for teachers that describes how to use the materials to develop students writing skills This NBSS resource provides an overview of commercially available programmes and resources that teachers in NBSS partner schools have used successfully to support the development of reading learning and literacy skills This NBSS resource provides an overview of websites that can support the development of key reading and learning skills OVERVIEW The Story Maker s Chest is a selection of multi sensory resources to stimulate creative writing extend vocabulary and improve grammar There is a 124 page guide for teachers that describes how to use the materials to develop students writing skills TARGET GROUP This teacher used the Storymakers Chest with a group of six boys in 1st year two to three times a week for six weeks While quantitative data collection in this action research project was limited data collected by the NBSS through a semi structured interview with the teacher provide some insights into the ways in which this resource can be effectively used to encourage and develop the oral and written literacy skills of young people QUALITATIVE FINDINGS Because we do a lot of work here in the school on kids with low reading ages and you know in building up exam technique But we don t

    Original URL path: http://www.nbss.ie/nbss-research/teacher-as-researcher-academic-literacy-and-learning-projects/level-2-developing-wri-0 (2016-02-02)
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  • Level 2: Developing Writing Skills - Writing with Wow Words | NBSS
    Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Home NBSS Research Language Literacy Learning Research Projects Level 2 Developing Writing Skills Writing with Wow Words Level 2 Developing Writing Skills Writing with Wow Words Teacher as Researcher Action Research Project Skilled writers use different strategies to help them navigate the writing process planning drafting revising and editing This resource presents activities for developing students writing skills as well as ways to expand students use of vibrant or wow words Contact the NBSS for a copy of teh resource One way to support and develop writing is by having students consider how to incorporate Wow words into their written work Planning the 5Ws is an important part of developing writing skills with students After students create a plan of a story using the 5Ws they then take each element and develop it further OVERVIEW The NBSS resource Writing with WOW Words and Vocabulary Building was developed to support vocabulary and writing skills with students in NBSS partner schools as this was an area highlighted by teachers as requiring attention Skilled writers use different strategies to help them navigate the writing process planning drafting revising and editing The resource presents activities for developing students writing skills as well as ways to expand students use of vibrant or wow words A Powerpoint presentation on proofreading and editing was also made available to schools to use in conjunction with the resource TARGET GROUP This is an example of how one teacher used WOW words as

    Original URL path: http://www.nbss.ie/nbss-research/teacher-as-researcher-academic-literacy-and-learning-projects/level-2-developing-writi (2016-02-02)
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  • Level 2: Explicitly Teaching Reading and Learning Strategies | NBSS
    Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Home NBSS Research Language Literacy Learning Research Projects Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Explicitly Teaching Reading and Learning Strategies Teacher as Researcher Action Research Project Using NBSS academic literacy and learning resources students were explicitly taught key reading and learning strategies Post intervention all students tested improved their comprehension age by a minimum of 18 months The Get the Gist strategy assists students in finding the main idea by helping them to limit the number of words and focusing on important ideas By using the 5Ws and 1H students learn to ask questions as they read to increase comprehension They also learn how to summarise what they have read Once a week for 40 minutes a targeted group of eight students were explicitly taught reading and learning strategies with the aim of helping them to become more purposeful active readers thinkers and learners Reciprocal Teaching encourages students to develop the skills that effective readers and learners do automatically summarise question clarify predict and respond to what they are reading OVERVIEW Key reading and learning skills such as making connections asking questions making predictions visualising drawing inferences determining importance synthesising information monitoring and clarifying understanding are the cognitive and metacognitive strategies readers and successful learners use to accomplish the goal of comprehension Students who are less skilled at comprehending usually focus on word accuracy rather than comprehension monitoring and generally have weak metacognition skills Explicit instruction in reading learning and metacognitive strategies is therefore vital for these students as it enables them to monitor and assess their on going performance in understanding what is being read TARGET GROUP NBSS Level 2 support is about identifying targeting planning and monitoring short term focused interventions for small groups of students

    Original URL path: http://www.nbss.ie/nbss-research/teacher-as-researcher-academic-literacy-and-learning-projects/level-2-explicitly-teach (2016-02-02)
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  • Level 2: Implementing A Specific Reading Programme - ARROW | NBSS
    between failure with reading and behaviour difficulties For example an exploration of the reading ages of students N 2187 receiving NBSS Level 3 behavioural support from the Spring Term 2009 to the Spring Term 2012 revealed that 66 3 N 1450 of students were reading three or more years below their chronological age Additionally 4 3 N 96 of the students receiving NBSS Level 3 support had reading ages of 7 years or less The negative effect of poor reading skills are well documented and wide ranging for example poor academic achievement low self esteem lower motivation to read disengagement with learning and school and behavioural problems Greg Brooks 2007 in his review of What works for pupils with literacy difficulties noted that although good classroom teaching is the bedrock of effective practice most research suggests that children falling behind their peers need more help than the classroom normally provides This help requires coordinated effort and training For some students a tightly focused group intervention will be sufficient to allow them to develop their reading skills and build their confidence to engage more actively in the learning process while other students need intensive and individualised interventions The diversity of student needs learning style teaching style and classroom conditions that exist in any school means that no one right strategy or programme holds the answer to addressing literacy difficulties However using evidence based programmes as ONE element of targeted support can play an important role in a school s repertoire of prevention and intervention supports for students ARROW is one of several interventions that NBSS partner schools implement to support reading and literacy skills development other interventions include for example the use of Catch Up Literacy Corrective Reading Toe by Toe Acceleread Accelewrite Rapid Plus Vocabulary Enrichment Bridge to Vocabulary SNIP Literacy programme The Wordsworth programme Spell Write Right among others OVERVIEW A R R O W Auditory Read Respond Oral Write is an ICT based programme It is a multi sensory learning system for the improvement of reading spelling speech and listening skills The programme is based on learning through self voice techniques whilst undertaking various programmes covering reading spelling dictation speech and listening skills A R R O W has been used in a range of settings including primary and secondary schools colleges as well as adult education centres and with students experiencing literacy problems dyslexia hearing impairment speech language disorders and neurological disorders The purchase of the programme also includes training in its use TARGET GROUP As an element of NBSS Academic Literacy support to schools eight partner schools were offered teacher training in the ARROW programme This involved two days of training as well as followup support provided to a total of 20 teachers some of whom additionally worked in their schools Behaviour Support Classrooms Each teacher worked with 1 5 students during 20 40 minute sessions for approximately 6 10 hours on the programme QUANTITATIVE FINDINGS In the academic year 2009 2010 111 students across eight

    Original URL path: http://www.nbss.ie/nbss-research/teacher-as-researcher-academic-literacy-and-learning-projects/level-2-implementing-a-0 (2016-02-02)
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  • Level 2: Implementing A Specific Reading Programme - Corrective Reading | NBSS
    Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Home NBSS Research Language Literacy Learning Research Projects Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme Corrective Reading Teacher as Researcher Action Research Project The Corrective Reading programme is designed to address deficiencies in decoding and comprehension and is suitable for readers of all ages and skills levels This NBSS resource gives an overview of commercially available programmes and resources that teachers in NBSS partner schools have used successfully to support the development of reading learning and literacy skills This NBSS resource provides information on high interest low readability fiction and non fiction texts as well as titles related to subject specific topics INTRODUCTION Reading is a complex process involving a network of cognitive actions that work together to construct meaning Baker Brown 1984 NBSS research has pointed to the association between failure with reading and behaviour difficulties For example an exploration of the reading ages of students N 2187 receiving NBSS Level 3 behavioural support from the Spring Term 2009 to the Spring Term 2012 revealed that 66 3 N 1450 of students were reading three or more years below their chronological age Additionally 4 3 N 96 of the students receiving NBSS Level 3 support had reading ages of 7 years or less The negative effect of poor reading skills are well documented and wide ranging for example poor academic achievement low self esteem lower motivation to read disengagement with learning and school and behavioural problems Greg Brooks 2007 in his review of What works for pupils with literacy difficulties noted that although good classroom teaching is the bedrock of effective practice most research suggests that children falling behind their peers need more help than the classroom

    Original URL path: http://www.nbss.ie/nbss-research/teacher-as-researcher-academic-literacy-and-learning-projects/level-2-implementing-a-1 (2016-02-02)
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  • Level 2: Implementing A Specific Reading Programme - TRUGS | NBSS
    3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Home NBSS Research Language Literacy Learning Research Projects Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Implementing A Specific Reading Programme TRUGS Teacher as Researcher Action Research Project TRUGS is a structured phonics reading resource to support students who are learning to read The game has been designed for the teaching of discrete daily sessions progressing from simple to more complex phonic knowledge and skills This NBSS resource provides an overview of commercially available programmes and resources that teachers in NBSS partner schools have used successfully to support the development of reading learning and literacy skills OVERVIEW Trugs is a structured phonics reading resource to support students who are learning to read The game has been designed for the teaching of discrete daily sessions progressing from simple to more complex phonic knowledge and skills There are four different styles of card games at each of the structured and progressive phonic reading stages There is also an explanation about the teaching of the specific phonic sounds within the Instruction Booklet as well as a clue card containing a shortened explanation for the student to have alongside them to help recall Assessment booklets for monitoring students progress are also supplied TARGET GROUP Two Behaviour Support Classroom teachers have used Trugs alongside other literacy and behavioural interventions with small groups of students in both Junior and Senior Cycles One of the teachers also used Trugs with a 1st year class group as part of a Reading for Pleasure intervention QUANTITATIVE FINDINGS Based on pre and post reading assessments conducted by the teachers in the Behaviour SupportClassroom with six students the following table presents the chronological and pre and post reading ages of those students who received a variety of literacy interventions including Trugs over the course of

    Original URL path: http://www.nbss.ie/nbss-research/teacher-as-researcher-academic-literacy-and-learning-projects/level-2-implementing-a-s (2016-02-02)
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  • Level 2: Rapid Plus Reading Intervention | NBSS
    aloud and activities that allow students to check their comprehension and to develop their word knowledge understanding of the author s style vocabulary and spelling skills the software version however was not used in NBSS partner schools Rapid Plus in NBSS Partner Schools In November 2012 NBSS offered this group reading intervention to teachers who had been trained in the Catch Up Literacy intervention between 2010 and 2012 One of the challenges raised after implementing the Catch Up literacy intervention by some schools was the issue of time and personnel Rapid Plus is a reading scheme that employs a similar teaching methodology to Catch Up Literacy but can be used with groups of students By introducing Rapid Plus the NBSS hoped to maximise and extend the potential benefits of the training teachers had received through the Catch Up intervention as well as trailing a reading intervention that could be used in a group or small class setting From January to May 2013 five NBSS partner schools implemented Rapid Plus with 51 students in groups of on average four students The table 1 outlines the number of students per group and the number of Rapid Plus sessions each group received during an approximately five month period In additional to these five schools one additional school used the resource from March 2013 with four TY students in one to one sessions The teachers in this school were not trained in the Catch Up Literacy intervention however they found Rapid Plus easy to implement as the guidance provided in the Teaching Guide was clear aNund comprehensive Number of Groups Number of Students per Group Number of session in total Jan May School A 1 group 3 students 10 sessions one per week School B 3 groups 4 4 2 students 10 sessions one per week School C 3 groups 3 3 4 students 12 sessions one per week School D 1 group 4 students 9 sessions once a week School E 4 groups 4 7 4 9 students 10 10 12 9 sessions one per week School F 1 1 session 4 students 4 5 sessions from March The adoption of an approach or programme described as research validated or evidence based does not guarantee reading success for learners Teachers and school management and support services must also evaluate strategies approaches and programmes through the lens of their particular school and setting They need to consider if the approach or programme meets the needs of their students in their setting with the resources they have available for implementation To assist schools in this process the NBSS asked the teachers involved in the Rapid Plus to monitor and evaluate the effectiveness of the intervention Teacher Feedback In May 2013 all teachers involved were asked to complete a questionnaire on implementing the Rapid Plus reading scheme All nine teachers involved returned the questionnaire and what follows is a compilation of their responses Additionally school were asked to submit pre and post standardised reading achievement test scores if gathered Four of the five schools submitted standardised reading achievement test scores What were the benefits of running the Rapid Plus Intervention with students It was very structured and provides reading comprehension and written work It was quite similar to Catch Up but could be used with a larger group It allowed for group discussion and activity The students enjoyed reading aloud and playing a role in the plays Good use of group interaction Step by step instructions extra reading materials and also comprehension and grammar tasks Students improved their reading strategies techniques of reading fluency intonation comprehensive and also their general knowledge through the short stories They analysed text as well as expanding their views about important topics such as friendship peer support decision making fame historical events etc The texts require them to activate their imagination and creativity It complements the Catch Up in literacy very well The books are better in my opinion and less babyish Students liked the books as they are age appropriate and up to date The teacher s manual instructions and worksheet cut down hugely on the amount of time I had to spend preparing the class The girls didn t mind doing the worksheets as they were connected in some way to the text they had just read It is a group intervention so it can be used with a larger number of students than Catch Up Literacy Being part of a group improved their oral communication skills during discussion of books Were there any challenges to running the intervention My group were made up of the weakest readers in first year Therefore it was difficult to get the level right for each pupil s needs I can t think of any except that I only meet with the students for one 35 min period per week more time would be better for continuity with the books Matching reading ages careful planning ahead to match other spelling phonics work with the Rapid Plus work sheets Time In the group of seven they were all volunteering to read the play and there were only four parts Attendance I had a particularly problematic group one left the school and the other permanently in the BSC I replaced them with 2 other students Attendence if missing they could have missed some chapters As I used it in an individual learning situation some parts of the Rapid Plus Intervention was not as effective as it could have been within a small group dialogues argumentative parts of the comprehensive questions What improvements if any did you notice in students reading skills attitude etc They really enjoyed the books One pupil is reading for leisure now and he was a million miles away from this in September They began to understand the value of pre reading techniques such as SQ3R They started to make better attempts at inferential comprehension questions They got more confident reading out loud The students gained confidence the reading ages and ability

    Original URL path: http://www.nbss.ie/nbss-research/teacher-as-researcher-academic-literacy-and-learning-action-research-projects/level-2- (2016-02-02)
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