Learning Support Assistants Essay Example | Topics and Well Written Essays - 2500 words

Learning Support Assistants - Essay ExampleWhether it should be rhyme base or phoneme ground or mix of the two methods.Earlier evidence, like that of Ehri et al (2001) have found that training children to abide by analytic phonologicly enunciate based intelligences-level strategies in the early readings help in improving reading and spell ability.The role of LSAs is to help the children with the poor reading abilities in small groups. They have good experience unless only have the basic training. Despite their crucial role with the at-risk students, their contribution has not been fully explored. there have been strong evidences, which show that these commandment assistants can provide crucial support in teaching methodology. Thus the main draw of the research is to find out the effectiveness of LSA based system in the education system where presently this is not typical.There are several ways to teach the phonologic and decoding skills. In the rhyme based intervention pr ogrammes children are made to pronounce the whole word like cut, but and so on. While in the phoneme based method the students are made to give richness to each and every letter of the word, pronounce it and hence add them all to sether. Thus the second aim of the research is to find out which method of intervention will be more effective, rhyme based or phoneme based or the combination of the two.Methodology The study of intervention was carri... One morning LSAs met with the authors to get the feel of the training material.From first nine responding schools 498 selected students were screened by LSAs to find the poorest students. All the students had experienced three months of category 1 National Curriculum classes. One LSA was deployed in each school. They were trained to screen the children on the measures of phonological awareness, word reading and spelling, non-word reading and letter-sound knowledge.Screening Materials Students were made to recite the nursery rhymes if th ey knew them. If they did not know it then the adults would say a rhyme and check if the child could complete it. The purpose was to clarify if the child knew the word rhyme.In the rhyme matching, the children were shown the picture of the animals. They were then asked to find the picture of an animal that rhymed with some situation picture of animal, say like dog. There were two practice trials and 12 experimental trials in this test. In rhyme generation children were shown the picture of a particular animal and then made to name the new(prenominal) animals whose name matched with that animal. If there were no answers then children were given the examples. In the blending method of screening LSA would form to be a Robot and make the sound like /m/-/at/. The children were asked to blend in concert the sounds and make some word from it like mat. The LSA would complete the work if children did not respond. In the Segmentation method it was opposite, the children were given a word l ike pat. They were told to break it and sound it like the robot. They had to break the word in either two or three parts. All these phonological tasks were combined together from a angiotensin-converting enzyme