LITERACY FOR LIFE – WIDER USE OF SPECIALIST TEACHING TECHNIQUES FOR LITERACY

Amina H. Khan and Philippa Bodien, two passionate practitioners of English Literacy, believe specialist intervention techniques offer wider benefits for teaching reading and writing. A teaching approach that crosses the boundaries of language and culture while adhering to a sound and successful pedagogy. Education in practice, of interest to academic professionals, policymakers, philanthropists, project personnel and publishers.

Two passionate practitioners of Literacy, working closely since 2003, have come to believe that their experience in specialist intervention has wider benefits for teaching reading and writing. This presentation aims to demonstrate how teaching techniques for overcoming dyslexia cross the boundaries of language and culture while adhering to a tried and tested system of successful instruction for literacy. With a focus on practical application, the ideas may be of interest to academic professionals, proactive policymakers, funding institutions, project personnel and publishers.
• A brief introduction to the specialist approach outlines its key multisensory, structured, cumulative and progressive foundations;
• Selected original literacy tools are shared in connection with English literacy strategy to illustrate their versatility and suitability to a range of learners;
• The valuable interactions between ‘bottom-up’ instruction and ‘top-down’ language enrichment is highlighted, with relevance to multilingual,
multi- cultural populations;
• Case studies are included, providing evidence that, truly, “Reading Changes Lives!”;
• Research supporting the impact of the pedagogy on neurological development is cited, and;
• Recent findings on the impact of digital instruction and reading resources present valuable avenues for developing the specialist approach online to
dovetail into existing online and digital educational initiatives (e.g. WLF’s Sun Books & tablets).
Bodien and Khan conclude that this Specialist Literacy programme is far from exclusive. On the contrary, it is designed to ensure that no learner is left
behind, representing an evidenced and implemented way forward in the world of Inclusion we promote as educators today.
When such programmes become mainstream, diversity and difference are harnessed and celebrated, facilitating opportunity for literacy, communication, development and hopefully tolerance to future generations.
(List of Citations available)

AUTHOR: Amina Humayun Khan

Amina H. Khan is graduate of Trinity College, Cambridge, experienced in Primary Education and Early Intervention for Literacy. Committed to Inclusion in mainstream education, she has taught and trained in British, American, IB and International schools. Currently based in Pakistan, she collaborates closely within a worldwide network of professionals, exploring research in Literacy and encouraging Best Practice in education.

Email: aminahumayunkhan@gmail.com
LinkedIn: Amina Humayun Khan