Units of Sound in practice at Bishop Auckland

Interviews with teachers and learners

Sample individual learning plan

Individual lesson plan

Structured multisensory lessons usually follow a set pattern, but this is adapted to the learner’s needs so, for instance, if a learner needed a greater input on functional literacy tasks (filling in forms, writing letters, etc.) during one lesson, the structured part of the session would be modified accordingly.

The structured part of the lesson is designed to give the learner confidence and security in that he/she will be taught each new letter/blend/sound systematically and thoroughly and will never be expected to read or spell anything that has not been explicitly taught.

Although many dyslexic learners need an element of one-to-one tuition, group work can offer the opportunity for mutual support and the sharing of ideas. In this session, some of the work was done as a whole group and some of the work was done in ones or twos. The learner did some revision work on coding with another learner. Units of Sound incorporates much independent work, so if group teaching is going on, there can be learners who are doing independent work while the teacher is working with others.

Karen explaining the elements in the session – group activity:

'I work both in one-to-one situations and in group situations. Within the groups, it’s usually mixed ability groups where some people will be dyslexic and some are not. Within the group, I also work as one-to-one and have group activities going on as well. I use various programmes, such as Units of Sound, Right to Read, Fast Track spelling programmes, MUSP, which is a multisensory spelling programme for priority words. I also use various accreditation such as OCNW spelling, using a word-processor.' Karen Raby Hear audio of the above quote

A tutor with her learner preparing to use the tape recorder during the session

The check reading element is revisiting work that a learner has done independently on the computer in previous sessions. Dyslexic learners need a great deal of overlearning because of difficulty in developing fluency in reading. The check reading activity helps the learner to become fluent by ensuring that the accuracy and fluency are sufficient to move on to the next pages. In Units of Sound the learner starts at a point where the reading is comfortable.

Learners revisiting work done in a previous session

In this structured programme, a prose reading passage is given every four pages, again in order to help the learner develop fluency. It is also important that the learner is encouraged to monitor their own reading as they are going along.

Another element of the sessions is a spelling check. These are words that the learner has learned previously and so should be quite confident in spelling them.

Following this, there is new spelling. Here, the new Unit of Sound is introduced, the learner is able to practise it using the computer and then self check.

With sentence dictation, it is always taken from a point about half a book behind the learner’s current position. This is to ensure that previous work has been thoroughly integrated. Five sentences or one set from one lesson. In the new version 4 of the programme, the dictation sentences are integrated as a fully independent activity on the computer.

Elements of functional literacy and priority words are introduced as and when required