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Multilit - Making Up for Lost Time In Literacy


 PRELIT – Prep – Group and 1:1 instruction

PreLit is taught to Prep as a whole class, small groups or individually where needed. 

 Key features

The program is systematic, skills-based and taught in a hierarchical sequence and designed to complement a play-based learning environment. There are two main components:

§  Phonological awareness

§  Oral language development through Structured Book Reading

Reading-with-your-young-child.pdf

 

MINILIT – Year 1 and 2 students – Group and 1:1 instruction

MiniLit targets struggling readers in the lower year levels.

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

Key features

The program takes around 20 weeks to complete, with four lessons of up to 60 minutes per week, and includes regular curriculum-based measures to monitor the progress of the students. Entry point into the program is flexible and, based on students’ assessment scores, can be anywhere within the 80 lessons. Each lesson comprises three main components: 

§  Sounds and Words Activities

§  Text Reading

§  Story Book Reading


MiniLit-parent-information.pdf​

READING TUTOR PROGRAM – Year 3 and beyond – 1:1 instruction

 

The MultiLit Reading Tutor Program (RTP) caters for students who have not acquired the basic skills needed to become functional readers. Children who have failed to learn to read in the first few years of schooling need intensive, systematic reading instruction if they are not to fall further behind, or even become complete non-readers.

Key features

RTP reflects a contemporary approach to best practice literacy instruction as identified by international reading scientists and as reflected by the reports of the US National Reading Panel (2000), the (Australian) National Inquiry into the Teaching of Literacy (2005), and the (UK) Rose Report (2006).

Research shows that the most effective programs of reading instruction for low-progress readers involve intensive, systematic and explicit instruction in three main areas:

1.           ‘Phonics’ (or word attack skills);

2.           Sight words recognition; and

3.           Supported book reading.


 

 

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