I am currently working on applications of Luria\'s theories of automaticity as underpinning higher level cognitive functions such as reading, writing and spelling. Information on my work in reading fluency is described on my website at http://www.charlespotter.org People interested in gaining access to our reading fluency material can email me at pottercs@gmail.com
Part of the book: International Perspectives of Distance Learning in Higher Education
The purpose of this chapter is to describe the ‘Tales of Jud the Rat’ reading fluency programme and its logic, and to present preliminary results from its use as a form of e-learning. The first section of the chapter provides an overview of the development of the ‘The Tales Jud the Rat’ series. Literature relevant to the neurolinguistic basis of the materials is then reviewed. Results from initial case study and the first cohort of children who have worked on this programme with their parents are presented in the third section, while the final section of the chapter provides an evaluation of the current status of the programme and indicates its potential uses.
Part of the book: E-Learning
The current chapter is the first of two chapters in this book to describe an instructional programme based on Luria’s theories, which can be used to develop basic skills and automaticity in reading, as well as basic skills and automaticity in writing and spelling. This chapter focuses on the theory behind the programme and then describes how assessment is used to develop an individual programme relating to both basic skill and fluency needs in reading, writing and spelling. The process is illustrated with one detailed case study, in which instructional needs identified in the assessment process are linked to particular areas of the programme. The results of this child and other case studies are then presented in the second chapter, Developing Automaticity in Children with Learning Disabilities: A Functional Perspective. Part Two: Programme Methods and Materials, in which the results of children exposed to the programme are analysed to identify key implementation variables affecting the development of reading, writing and spelling fluency.
Part of the book: Learning Disabilities
This chapter is the second of two chapters in this book to describe an instructional programme based on Luria's theories, which can be used to develop basic skills and automaticity in reading, writing, and spelling. The first chapter focused on the programme's theory, and then described how assessment is used to develop an individual programme relating to both basic skill and fluency needs in reading, writing, and spelling. The process was illustrated with one detailed case study. The results of this case study (Child 1) are presented in the current chapter, together with the results of 13 children exposed to similar fluency-based interventions. The results of six children exposed to one or more systematic variations in programme implementation are then discussed. Case contrast analysis is used to highlight three variables affecting successful programme implementation, namely: consistent and regular exposure to phonological and phonic instruction to provide a foundation of basic skills on which the fluency interventions in the programme can be built; consistent implementation of methods designed to improve both reading fluency, and writing and spelling fluency, to produce the greatest likelihood of positive effects; and consistent support from parents in programme implementation to produce the greatest likelihood of positive effects.
Part of the book: Learning Disabilities
This chapter focuses on a reading, writing and spelling programme based on Luria’s theories of automaticity, which uses repetitive paired reading and phonological referencing to develop fluency in reading, writing and spelling. All materials used in programme implementation are electronic and are currently delivered using email and cellphone technologies. The results have been promising, and the programme has a number of therapists, teachers, tutors parents and institutional users, both in South Africa and its neighbouring territories, as well as in the United Kingdom. Programme usage is supported via electronic manuals as well as an eight-module training course based on use of multimedia including email, cellphone and use of computer-based electronic material. The first half of the chapter describes the theoretical basis of the programme, and the methods used in its implementation. The second half focuses on the modular training course and its aims, and the centre-periphery model of development and evaluation used in disseminating the programme. The dissemination model is both evidence-based and interactive in its emphasis on assessment and evaluation and will increasingly involve the use of interactive website-based technologies as the programme grows in scale.
Part of the book: Interactive Multimedia
Dr. Charles Potter’s Reading Fluency Programme implements individual learning programmes focusing on children’s learning needs. The methods and materials can be used in the treatment of dyslexia, as well as for working with children with reading, writing, and spelling difficulties or difficulties with rate of work at school. The programmes are activity-based, and are introduced through online sessions related to the child’s individual learning needs as identified through initial assessment and ongoing evaluation. Based on assessment, an individual programme is developed for the child, focusing on areas of need. The programme then uses electronic books, activity books and materials for treatment of phonological and phonemic difficulties, phonic difficulties, as well as linked problems with reading, writing, spelling, reading comprehension and working memory development. This chapter provides theoretical background on the neurolinguistic basis of the programme’s methods and materials, which have been developed internationally and implemented pre COVID with both first and second language speakers of English. It also provides information on how the materials have been implemented post COVID using activity-based online learning formats, and the results of children based on pre and post assessments.
Part of the book: Active Learning
This chapter provides a model for classification of dyslexia, dysgraphia and dyscalculia through analysis of the response of children to treatment. The model is discussed with reference to the types of multivariate treatment applied in a particular programme which works interactively online using an electronic data-base for linking functional difficulties in learning to treatment, and through this to firm diagnosis and classification. In applying the model, initial diagnosis of learning disabilities is treated as provisional, based on functional indicators as well as test data. Firm classification becomes possible through longitudinal assessment, analysis of response to multivariate intervention as well as response to specific programmes. Diagnosis can then be linked both to concessions as well as ongoing treatment.
Part of the book: Learning Disabilities
This chapter focuses on the implementation of a response to intervention model for assessment and treatment of dyslexia, dysgraphia and dyscalculia, which is illustrated through a longitudinal case study. The model links learning and adjustment difficulties to multivariate treatment, and through this to firm diagnosis and classification. In applying the model, initial diagnosis of learning disabilities is treated as provisional, based on functional indicators as well as test data. Treatment is then multidimensional, using graded materials that are applied in clinical teaching. The case study shows how firm classification becomes possible through longitudinal assessment and progress evaluation, analysis of response to multivariate intervention as well as response to specific treatment programmes. Diagnosis can then be linked both to concessions and ongoing treatment of areas of functional difficulty in learning and adjustment to school.
Part of the book: Recent Advances in the Study of Dyslexia