Kursus PemantapanPedagogi PemulihanBahasa Inggeris PeringkatSekolahThis presentation is made by: Nurul Aini Adnan from SK Tanjung Puteri

House rules: Use the smileys to communicate with the teacher.

Each group is responsible to take care of its’ group reward slip.

We must involve all of our friends during group activities.

We must take care of the resources box and return it after each session.

Role cards should be distributed evenly. All of us should have equal chance.

We must be creative, helpful, cooperative and open-minded in our class.

Introduction to Learning disability What is learning disability?

What are the types of learning disabilities that you know of?

How do we integrate students with learning difficulties and normal one?

Video

Literacy Awareness Pre-activity

Who are responsible?

What are the stages towards early literacy?

How can we improve literacy awareness in our school?

Video

5 Predictors for Early Literacy

Emergent Literacy Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they

learn how to read and write words.[1] It signals a belief that, in literate society, young children—even one- and two-year olds—are in the process of becoming literate.[2] Through the support of parents, caregivers, and educators, a child can successfully progress from emergent to conventional reading.[3]

The basic components of emergent literacy include:

Print motivation: Being interested in and enjoying books.

Vocabulary: Knowing the names of things.

Print awareness: Noticing print, knowing how to handle a book, and knowing how to follow words on a page.

Narrative skills: Being able to describe things and events and to tell stories.

Letter knowledge: Understanding letters are different from each other, knowing their names and sounds, and recognizing letters everywhere.

Phonological awareness: Being able to hear and play with the smaller sounds in words.[4]

Emergent literacy is of critical importance in early education in light of research showing that children learn skills that prepare them to read years before they start school

Phonological Awareness DEFINITION:

Phonological awareness involves the detection and manipulation of sounds at three levels of sound structure: (1) syllables, (2) onsets and rimes, and (3) phonemes. Awareness of these sounds is demonstrated through a variety of tasks (see below). Although the tasks vary, they share the basic requirement that some operation (e.g., identifying, comparing, separating, combining, generating) be performed on the sounds. It is assumed that the individual performing these tasks must have awareness of the units of sound in order to perform the operation.

Group Activity: The are small papers pasted round the room. Runner should memorize the words and tell other group members. Using the paper given, match the words and its’ definition.

Planning teaching: Reading Video watching (what is it like to be dyslexic?)

Instruction component Program Activities and Techniques*

Sequencing

The teacher:

Breaks down the task (e.g., starts by having the child break an unknown word into separate

sounds or parts they can sound out).

Gradually reduces prompts or cues.

Matches the difficulty level to the task and to the student.

Sequences short activities (e.g., first spends 10 minutes reviewing new words from a previous

lesson, then 5 minutes underlining new words in the passage, and finally 5 minutes practicing

blends).

Uses step-by-step prompts.

Segmentation

The teacher:

Breaks down the targeted skill (e.g., identifying a speech or letter sound) into smaller units or

component parts (e.g., sounding out each speech or letter sound in that word).

Segments or synthesizes component parts (e.g., sounds out each phoneme in a word, then

blends the sounds together).

Advanced organizers

The teacher:

Directs children to look over material prior to instruction.

Directs children to focus on particular information.

Provides students with prior information about tasks.

Tells students the objectives of instruction upfront.

Planning teaching: Writing

LD: Writing Penmanship

Between dyspraxia and dysgraphia

Fine-motor skills development

The issues of the usage of iPads and tablets among Y Generation

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dysgraphia/understanding-dysgraphia

How to involve parents Show them student’s work, video of their action etc

Get parents to seek doctor’s diagnosis so that they can be labelled as MBK

Intervention Program

Absence: School must produce letter and involvement of school counsellor

Call parent to inform what to do at home

Two Content Layout with Table First bullet point here

Second bullet point here

Third bullet point here

Group 1 Group 2

Class 1 82 95

Class 2 76 88

Class 3 84 90

Title and Content Layout with SmartArt

Step 1 Title

Step 2Title

Step 3Title

Step 4Title

Step 5Title

Building Remedial MaterialGroupwork

Material to teach Blending

Blending sound