MiniLit targets the bottom 25% of students and is specifically aimed at Year 1 readers, but may also be appropriate for ‘at risk’ kindergarten and Year 2 students. It is a Tier Two school based small group program within a Response to Intervention Framework.
MiniLit is an integrated and balanced program of 80 carefully structured lessons, divided into two levels of forty lessons each:
- Level 1: Teaching the basics of letter/sound knowledge and decoding skills for CVC words
- Level 2: Extending word attack knowledge by teaching commonly used digraphs and longer words
MacLit targets the bottom 25% of students. Older low-progress readers need to develop rapid, automatic and efficient word recognition strategies. That means the primary focus of MacqLit is on phonics, or word identification, supported by connected text reading to ensure skills are generalised to authentic reading experiences.
The teaching of phonic skills is addressed through 122 carefully scripted lessons, divided into nine parts, delivered to small groups (ideally four students, but with provision for flexibility). The carefully constructed sequence of lessons teaches essential skills such as:
- Letter-sound correspondences presented in an easy to hard sequence,
- Strategies for decoding multi-syllable words,
- Prefixes and suffixes, and
- Generalising component skills through connected text reading.
Each lesson is designed to last one hour, and for best results should be delivered at least four times a week
We are also exploring the possibility of implementing EMU. Extending Mathematical Understanding (EMU) is a research-based intervention program developed by Dr Ann Gervasoni of ACU in association with the Early Numeracy Research Project (1999-2002), focusing on the early years of schooling.
The EMU Program has been shown by detailed research to improve children’s learning and confidence with mathematics.