Interesting thread.
it is my opinion that reading is even more important to a child with comm. issues.It gives them something concrete to 'hang' arbitrary sounds and meanings on. This is the research question I am looking into.
We know how to teach reading effectively.It isn't hard, being a simple decoding exercise (although as Lingle rightly states, there are many people who can decode effectively but not comprehenend what they read, something many teachers haven't a clue about). Phonics approaches allow a child to tackle new words. Sight reading works up to a point but will always be limited. Good phonics skills are like giving a builder a pile of bricks,tools and mortar.He can then make anything. Sight reading is like building a kit house each time.
As I mention frequently on MN, my programme of choice is www.headsprout.com/ which is based on the principles of behaviour Analysis (the science of effectively teaching and learning and reinforcing and maintaining new skills of any sort. I am only interested in data driven evidence based educational practices (one might believe that all educators are but in fact the reverse is true.Most hide their inadequacies and failings behind lame excuses that teaching is an art and not a science and that if a child hasn't learnt, the child is at fault as opposed to the method of instruction.)
In Precision Teaching, the filed of Behaviour Analysis I am interested in, our mantra is 'If the pupil hasn't learnt, the teacher hasn't taught'.
There is nothing available that comes even close to Headsprout in terms of what it has consistently been shown to deliver, hence its use in thousands of schools in the States. The R&D factor is staggering and its creators are some of the biggest and most respected names in this field.
Not sure about it being 'too computerised'. I'm not into computers or high tech stuff (have never texted for example, never been on Facebook, don't own a camcorder).The way it can be accessed and the way it stores relvant data is the easiest thing in the world. After a few episodes, my dd controlled the entire thing herself.
The SALT advice you had Zebra, sounds nuts. What a bloody cheek telling you not to breastfeed or give naps.Loon.It really pisses me off when people give advice beyond their professional remit. Imagine if someone less confident had gone with that.
As I said, I work bilingually and my own dd is bilingual with considerable language difficulties. I was determined that she would read properly and did it myself, using initially the standard old fashioned techniques used in a SALT clinic for phonological work (I give SALT a hard time on MN, but there is noone better than a SALT and understanding and untangling the complicated relationship between marks on a paper (ie letters) and sounds. They spend huge amounts of time working on this and yet it is one area of advanced skill that is not really utilised in this country (it is in France with SALTs).
We speak Welsh which is phonetically very balanced (ie highly consistent letter/sound match). I started my dd on Headsprout when she was 6 and it has made a staggering differnece to her reading ability and also her ability to write in English which interestingly is a skill that has never really been taught. (She goes to a Welsh medium school and I always work on Welsh writing with her at home.)
Her really solid literacy skills in both languages allow her to comprehend things that language alone might let her down on (eg complicated arrangements in the future that have to be changed) Fir example, she wanted me to cook a goose that has been in the freezer for months, but due to lots of differnet matters it kept on having to be delayed. The calndar she has kept religiously (first using pictures and now writing only)was changed with every delay and it worked fine. Most of our family live abroad-as do we half the year-and the calendar documents evetryone's coming and goings in a way she really graps properly.)
Total, how far on are you with Headsprout?
Sorry to hear you are not progressing as hoped.
Headsprout are very clear on the importance of doing it consistently to maintain skills. We are talking 3-5 episodes a week.If not maintained, then you will not see progress,it's as simple as that.
Have you laso downloaded the accompanying books? They are essential.
It is possible your child would benefit from one of two additional layers of support not available for home programmes, these being additional frequency building exercises.The kids I am using it on as part of my research are receiving the most intense support package of these two in addition to the online episodes.
Als important to note that Headsprout not created for kids with special needs.The main area of interest now for them is whether it is indeed sensitive enough to cater for their needs and if not, what needs to be tweaked.
I am involved with the company directly (not paid by them I hasten to add but through my uni we are involved in several research projects on its use.
Other impportant issue is not to correct/expalin/assist the child other than to offer support. The programme (online) automatically adjusts to provide additional tuition in weak areas, so vital that child's true level of ability not masked.
I've just come back from international ABA conference in Arizone where I spent time with Headsprout folk and sat in on various symposia. One of the best was a presentation on their latest product (online also) which will address
'Wh' questions and difficulties with them.
This sounds like the holy grail for me as a SALT and a parent.I think they will let us trial it before it goes on genreal release.I will keep you posted.