NOTE: This is not an exhaustive list of teaching materials, nor is it intended to be a recommended list of teaching materials By the end of the course, delegates will be able to deliver the ILI programme effectively to be enable pupils to close the gap in their literacy skills and double their rate of progress I reading and spelling as measured by pre and post ILI assessments. It is therefore aimed at teachers, SENCOs and TAs (within the East of the county). LiPS) Lindamood Sequencing Program for Reading , Spelling and Speech – Lindamood and Lindamood (1998) PRO-ED, Austin, TX.

Sounds Abound: Listening, Rhyming and Reading – Catts and Vartiainen (1993) East Moline, Il: LinguiSystems Inc. (also Sounds Abound game,1996) Helping Your Dyslexic Child: A Step-By-Side Program for Helping Your Child Improve Reading , Writing, Spelling, Comprehension and Self-Esteem - Cronin (1997) Roseville, CA: Prima Publishing. The updated edition of this successful resource has been developed to support children with reading delays and dyslexia. It contains a phonological training programme, an explanation of how this programme can be embedded within a broader reading intervention, a standardized test of phonological awareness and a methodology to grade children’s reading books.Lexia Phonic Based Reading (interactive reading software for 5 – 9 year olds). Lincoln, MA: Lexia Learning Systems Inc Launch into Reading Success ( through Phonological Awareness Training) – Ottley and Bennett. (1997) The PsychologicaI Corporation. All activities are accompanied by a set of photocopiable record sheets, a set of pictures, and an appendix of additional activities useful in helping children master a particular skill or to reinforce existing learning

Chinn, S. J. (1996) What to Do When You Can’t Learn the Times Tables. Herts: Egon. (available on CD-ROM) Chinn, S. J. (1998) Diagnostic Inventory of Basic Skills and Learning Styles in Mathematics. London: The Psychological Corporation. The updated edition of this successful resource has been developed to support children with reading delays and dyslexia. It contains a phonological training programme, an explanation of how this programme can be embedded within a broader reading intervention, a standardized test of phonological awareness and a methodology to grade children s reading books. * This third edition has been revised throughout to include the latest developments in the field * These resources have been used with a wide range of children and found to be suitable for use with any reading-delayed children, irrespective of cognitive ability and age * All activities are accompanied by a set of photocopiable record sheets, a set of pictures, and an appendix of additional activities useful in helping children master a particular skill or to reinforce existing learning * The ten sections of activities within the guide include: identification of words and syllables; identification and supply of rhyming words; identification and discrimination of phonemes; and blending, segmentation, deletion, substitution and transposition of phonemes within words. Rhyme and Analogy – Kirtley (1995) Oxford: Oxford University Press (part of Oxford Reading Tree scheme for 4 – 7 year olds) Specific Learning Difficulty (Dyslexia): A Teacher’s Guide – Crombie (1996) Belford, Northumberland: Ann Arbor Publications.Activity 2: Introduction to the concepts of ‘taken away’ and ‘left’ in relation to sounds in words 83 Phonological Awareness Training: A New Approach to Phonics – Wilson (1993) University College, London: Educational Psychologists’ Publishing, El-Nagger (1996) Specific Learning Difficulties in Mathematics: A Classroom Approach. Staffordshire: NASEN.

Activity 11: Sound linkage: Discrimination of a word produced by deleting the final sound from a stimulus word 92 Alpha to Omega – Hornsby et al, 5 th ed. (1974-99) London: Heinemann (also Before Alpha, A Walkthrough Guide to Alpha to Omega, four activity books and set of 300 flashcards) These resources have been used with a wide range of children and found to be suitable for use with any reading-delayed children, irrespective of cognitive ability and age

Funics: A Fun way to Phonological Awareness - Ford and Tottman. (1999) Staffs, UK: Crossbow Education Sounds Abound: Multisensory Phonological Awareness - Teachworthy (2001) East Moline, Il: Linguisystems Sound Linkage – An Integrated Programme for Overcoming Reading Difficulties 2 nd edition – Hatcher (2000) London: Whurr. The updated edition of this successful resource has been developed to support children with reading delays and dyslexia. It contains a phonological training programme, an explanation of how this programme can be embedded within a broader reading intervention, a standardized test of phonological awareness and a methodology to grade children's reading books.