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The POPS Reading Programme makes a child with a developmental disability visible in school literature. Kal, who has Down syndrome, together with his siblings are featured in story lines about everyday events; whether offering Mum the never-ending challenges of keeping the mess at bay, amusing naughty children on rainy days (and other days), or trying to get to school on time. The topics are understandable and relevant to the child’s experiences, allowing them to make connections to what is happening in their own life.

Reading Strengths of Children with Down Syndrome

The reading programme supports children with Down syndrome who are strong visual/kinaesthetic learners with clear uncluttered illustrations and large easy to read text. Every book has a set of Word Cards to play lotto, comprehension and sentence completion games and to use in Name, Match and Select activities. Teaching games that use matching, selecting and naming activities offer a very effective and engaging approach to teach new words and concepts.

Clever Consolidation and Repetition Captivates Children’s Interest

High frequency and everyday topic words are revisited frequently in text and games in every book, without being obviously repetitive. The story lines in the books build a child’s vocabulary, by introducing new words gradually in a range of contexts to reinforce their meaning. The stories equip the child with functional words for use in general day to day communication. The language is learned because it is experienced repeatedly in situations where the child can SEE WHAT YOU MEAN. Research has shown that this multi-sensory approach is very effective at building up working memory through repetition.

Speech and Language Therapists

The POPS Reading Scheme has been developed in conjunction with Speech and Language Therapists to ensure it targets the vocabulary a child will need in their everyday life, based on the order in which children acquire certain words and the ability of the child to pronounce the words.
Every book contains scripted Language Development Techniques unique to the story line.  Designed by Speech and Language Therapists they support the development of a child’s communication skills, help the child to comprehend the “meaning” in the story, promote conversation and improve memory and retention skills.

The POPS Reading Programme has been devised in consultation with a range of professionals, including specialist teachers and speech and language therapists. It offers a carefully structured approach to developing early reading skills and spoken language competence.

The reading scheme supports the principle that progress in reading, speech and language and working memory are interlinked and can support each other in a reciprocal way.

The materials are very appropriate for children with specific speech and language impairments receiving specialist provision, and for children in a mainstream setting who have special educational needs.

The reading books feature the POPS family – Mum and Dad and their four children. The stories are of everyday events familiar to young readers, such as Mum losing her car keys, Dad getting stressed at the local burger bar and Milly and Kal painting their belly buttons. The CD-ROM’s provide a variety of useful resources, including the POPS Family Introduction Book introducing the characters and settings, and related worksheets and games.

Speech and Language Therapists

The POPS Reading Programme has been developed in conjunction with Speech and Language Therapists to ensure it targets the vocabulary a child will need in their everyday life. This is based on the order in which children acquire certain words and the ability of the child to pronounce the words. It includes the key vocabulary required for reading and the words needed to develop more advanced sentence structures.

One of the most critical aspects of teaching a child with Autism to read is to make the experience a positive one. By making the reading experience enjoyable and successful, your child will want to read on and cooperate with you in the supporting activities.

Many children with Autism respond well to a defined structure. Reading schemes with a consistent style and structure work well, especially if the text is consistently separated from the illustration, so that it can be easily read. Keeping the same style ensures children will become familiar and confident with the format as they become involved in the stories and characters.

Some autistic children read phonetically and some are natural sight readers. Some children will learn reading more easily with phonics, and others will learn best by memorizing whole words. Some children with autism will learn best if flash cards and picture books are used so that whole words are associated with pictures.

Often children with Autism demonstrate a strong understanding of concrete information. It is important to teach to their strengths and ask factual questions while using reading materials that address practical and authentic experiences rather than fantasy.

Children with autism have trouble answering questions that require inferences to be made about a story, “filling in the gap between the text and the outside world”, even though they are more than able to answer factual questions.

There are several reasons why some students struggle with reading. To be able to address the needs of struggling readers, teachers must identify the reasons behind the children’s underachievement in reading. Here are some of the top reasons why some children struggle with reading:

Insufficient Reading Skills

The two most crucial reading skills are phonics and comprehension. Insufficient knowledge and instruction on these two reading skills can make a child struggle with reading. Direct phonics instruction help children achieve better reading skills. Comprehension, on the other hand, is crucial because it ensures that the child understands what he reads. Without proper comprehension, reading can be considered as a mere mumbling of words.

Visual Problems

Students with vision problems almost always have difficulty in reading. Visual problem like double vision will have negative effects on the reading ability of a child. The student will definitely struggle on reading.

Learning Difficulties

Some children struggle with reading due to learning difficulties like lack of memorisation skills. Memorisation is vital in reading. There are some words that appear frequently on a context. Memorising the word will make reading easier. Another learning difficulty is lack of association skills. Contexts are related to each other. Readers who can’t associate one context with the other contexts will have a difficulty understanding what they read.

Coping With Struggling Readers

Here are some strategies to help teachers in dealing with struggling readers. These strategies will also the help the students achieve better reading skills:

Reading Skills Instruction

Teach the children about phonics and reading comprehension. Phonics instruction should be focused on phonemes, syllables and words. This will help children recognize patterns in words and contexts. With regards to comprehension, teachers can use context clues to help children understand what they are reading. Discussion of what has been read will also identify the level of comprehension. Teachers can ask the students to talk about what they have read with their classmates.

Visual Exercises

One way of strengthening visual processing among struggling readers is the use of eye exercises. Teachers can use simple reading exercises that focus on the visual side of the reader. Readers can be asked to spot particular words or underline particular letters in a text. Teachers can also use activities like dot tracing and alphabet timing to lessen the vision difficulty of the reader. Dot tracing can be as easy as asking them to connect dots that form words. This may seem to be a very easy task, but to a child with visual problem, this can be a challenging activity.

Memorisation and Association Activities

Teachers can use sight words to enhance memorising skills among readers. Sight words are those words that frequently appear in a text. These words can be placed on the board to further emphasize them. Teachers can also ask the students to act out what they have read. This will help them associate the story with real life situations.

Struggling with reading is a result of several problems but there are teaching solutions to it. The key to help struggling readers achieve a better reading skill and performance is proper guidance. These children need help and the ones expected to do it are the teachers. Teachers should be oriented about the reading struggles of their students to help them devise strategies that will help the students read better.

Student readers have different needs as explained by individual differences. Because of this, they need instructions specifically tailored to meet their individual learning needs. Teachers need to understand that students have different levels of learning. To help them all reach their full learning potential, teachers must learn to differentiate the needs.

Differentiation refers to the distinctive teaching technique for different students. Teachers can differentiate the content or the process involve in the learning action. Whenever a teacher modifies or makes variations in her teaching approach to create the best possible learning experience for each student, he is actually using the differentiating technique in teaching.

There are two classroom elements that can be tailored to meet the different needs of student readers: content, and process. Content refers to the information that the students need to read and learn while process is the procedure by which the information is learned by the students.

Differentiating Content

The content or the information that teachers want their students to read and learn must be modified according to the students needs. Here are some techniques to differentiate content:

• Use reading materials with shifting readability levels.
• Use of auditory and visual help for better understanding.
• Allow students to have reading buddies.
• Use of vocabulary lists.
• Use reading resources that address the varying needs of students.

Differentiating Process

The process by which the students read and learn must suit their unique and special needs. Here are some tips in differentiating process:

• Use interesting activities to motivate the students to read and learn.
• Use levelled activities by which all students can relate to.
• Adjust the time that the students need to complete a reading task.
• Offer support to students who may have a hard time grasping the information through reading.

Teaching reading is a challenge to teachers. By understanding the varying levels of understanding and learning, the full reading and learning potential of students will be reached. Differentiation helps in ensuring that all students will reach their full potential. Learning is for all. There is no reason to make learning possible for the fast learners alone.

With the use of differentiation techniques in reading, all students get the chance to read and learn. There are still other factors that need to be differentiated to achieve full reading and learning potential. Along with content and process, teachers can look into changing or modifying the learning environment to meet the motivation requirements of students. Teachers must be more conscious about their students needs to achieve maximum reading and learning potential.

For children with learning disabilities, reading can be quite a challenge. When a particular reading skill isn’t acquired at the expected period, other skills are put at risk. When a child struggles with phonemic awareness, the tendency is that he will experience difficulty acquiring other reading skills like comprehension. Not all children struggle in the same area. This means these children have different needs in terms of reading and learning.

Because there are different reading and learning needs, there are also different reading methods that can be used for special needs children and struggling readers. Teachers should be able to modify these methods according to the needs of the children. These reading methods can also be combined with each other to deliver the best result.

Reading Methods For Special Needs Children

To be able to identify which among the following reading methods apply to a child, teachers must first understand the need of the child. Here are some of the most effective reading methods for special needs children.

• Phonics Reading Method

This reading method introduces letters and sounds. It aims to familiarize the child with the letters of the alphabet and their corresponding sounds, including the letter combination sounds. If the child can already recognize letters and sounds, he will be able to discover more words.

• Linguistic Reading Method

This method teaches children about words, spelling patterns and meaning of whole words. This method aims to familiarize the child with whole words. Words with irregular spellings can also be introduced. There are words that don’t sound the way they are spelled. These words should be introduced to the child.

• Reading Comprehension Method

If the child has already mastered linguistics and phonics, he will be able to read on his own. However, the role of the teacher doesn’t end here. Once the child started reading, he is expected to understand what he is reading. Special needs children may have a hard time grasping concepts and meanings, thus, special support is still needed.

These reading methods aim to help special needs children master reading. Reading is not just mumbling words, it is pronouncing the words right and understanding what the words mean. Teachers must combine these reading methods for best results.

There are children who struggle with reading but they don’t have a reading disability. As teachers and parents, you should be able to put a distinctive line between reading difficulty and reading disability.

A child with reading difficulty simply may be behind the reading skills of children of their age. They may lag behind in terms of reading. This reading difficulty may be a result of poor reading instruction or lack of interest on the part of the child to read. A child facing reading difficulty needs attention just like children with reading disability.

A child with reading disability, on the other hand, is one who is diagnosed to be differently abled or to have a learning disability. A child with reading disability is having difficulty in most aspects of learning and not concentrated on reading alone. Learning disability hinders the development of particular learning skills including reading.

Reading Disability And Reading Difficulty

Thus, it can be rightly said that a child experiencing learning disability is most likely to experience reading difficulty while a child experiencing reading difficulty is not at all times identified as having learning disability.
Whatever the case may be, children with reading difficulty and disability need all instructional assistance that they could get to be able to reach their full reading potential. Teachers and parents of children with reading difficulty and disability need to provide these children with all the reading help they need.

Reading Difficulty And Disability Solution

Most reading difficulties stem from poor reading instruction. The parents or teachers’ role is to embrace good reading instruction in handling children with reading difficulties. It all starts with identification of the problem. Identify the components of reading where the children are experiencing difficulties. Only then will you be able to find the right strategies to help them.

The choice of reading materials and resources also plays a vital role in teaching reading to children with reading disability and difficulty. It is crucial that you find reading materials that the children can relate to. This also ensures motivation in reading. If the children shows some particular strengths in some areas of reading, show interest in it and help them build it up.

Reading difficulty may be different from reading or learning disability from a  technical point of view. But children experiencing either of the two both require caring, guidance, motivation and good reading instruction.

Accommodation and modification are two teaching strategies that will be useful in teaching special needs children. Accommodation pertains to the process or material that will help these children in doing their learning task. Modification, on the other hand, refers to the changes you make on the instruction, material and learning process to suit the specific needs of your special needs students.

Understanding The Special Needs Learner

For effective accommodation and modification, it is necessary that teachers and parents must understand the specific needs of special needs children. Only through understanding will they be able to devise teaching strategies designed to bring out the potentials of the children.

Special needs children most likely fall on these characteristics:

• Low auditory memory
• Low self-confidence
• Cannot control emotions
• Easily frustrated on things
• Slow learning ability
• Easily distracted when reading or learning
• Needs extended time in doing tasks
• Cannot follow directions at all times – especially complicated ones
• Has coordination problems
• Weak focus
• Attention Problem
• Speech defects

There are other characteristics of a special needs learner; however, these are the most common ones. By understanding these characteristics, teachers or parents will be able to devise strategies that will make the children want to learn. If the special needs children require more time to finish a task, then teachers should extend the required time to complete it. Other techniques are as follow:

• Use colourful teaching materials to arouse the child’s interest. Use materials like the POPS Resources, where children can relate to the characters and perform interactive activities.
• Use oral and written instructions. The oral instructions cater to those students with reading problems while the written instruction caters to students with auditory disability.
• Give immediate feedback. Tell the special needs children if they are doing well. This will boost their self esteem. Reward your students every time they have done something good. This will make them want to achieve more to get more rewards.

As a teacher or a parent of a special needs child, make sure you give the child a satisfying learning experience to motivate him to learn more. Every child has plenty of potential, special needs children are not exclusions on this.

When children view reading as a pleasurable activity, they will learn to love it. It becomes a part of their lives. We can all relate to the importance of reading in a child’s educational progress especially in foundation year or preschool.

Special needs children should not be considered different from other children in terms of their reading requirements. They should also learn to embrace reading as part of their lives. Reading will help develop their literacy and speech. It is important that parents motivate their children to love reading and make it more like a habit than a task.

Make Reading A Habit

Regular reading helps children develop crucial reading skills that they need to take on learning successfully. Reading skills include drawing inferences, comprehension, sequencing events, word recognition, sounds recognition and much more. The key to make reading a habit rather than a task is to always do it.

But how can parents motivate their children to read regularly? It may be a challenge but if you want to help your child reach their full learning potential, you will gladly take on the challenge. Here are some ways to make reading a pleasurable habit:

• Reading together.

Read with your child at a particular time each day. Reading together not only strengthens your parent-child relationship but it also makes reading a special activity for your child. Knowing that you want to read with them makes the child feel important. Because they love the feeling they get from reading, they will eagerly look forward to reading with you again.

• Choose reading materials together.

It is important that you know what your child wants in terms of reading materials. When buying children books, bring your child with you so he can pick out his own favourites. Find children’s books with illustrations and exciting activities. Pick out the most educational ones. You should also be selective, determine what areas of language, reading and speech will the book be of help. The choice of books is crucial especially if your child has special needs. Buying children’s books is like an investment, so find ones which will give you and your child long term benefits.

• Be A Role Model

Set a good example for your child. The child looks at parents as models. If they see you reading a lot and looks like you are enjoying it, they will learn to love reading as well. How can you expect them to love reading when you can’t even be seen with a book? Before you can teach your child to love reading, you should do it yourself first.

The key to make your child find pleasure in reading is to make the activity something to look forward to. Do not impose reading as a painful task. Children needs guidance in reading especially special needs children. By making reading a habit and not merely a task, you make reading part of your child’s life.

Reading is vital for total learning development. There are several reading activities that enhance children’s reading skills. But will these activities apply to special needs children like struggling readers? The same activities – when modified or intensified – can be effective strategies to help struggling readers.

Reading reinforces language, literacy and speech in children. Because of this, it is vital that special needs children learn to appreciate reading. Reading starts with appreciation. Once the child appreciates reading, he will be motivated to read. But this isn’t always the case with struggling readers. Some children find it challenging to read.

To help parents and teachers in dealing with struggling readers, here are some activities that they can use:

• Extensive Reading Of Pictures

Struggling readers may find it hard to read pure text. There is no assurance that they will be able to process all the information contained in the texts. To help them understand the texts, pictures should be used. Illustrated texts will encourage comprehension. It is easier for children to understand what the texts mean when it has a picture in it. Let the students read an illustrated text and allow them to ask questions regarding the text and the picture.

• Periodical Questioning

When reading to special needs children, parents or teachers must stop periodically to ensure the children are keeping up with the flow of the story. Ask questions that are related to what have been previously read. You can let the children ask questions among themselves. Let them evaluate the answers of their classmates as well. Knowing that they will be asked later, students will strive to concentrate on what is being read.

• Rhyming Games

This activity will be beneficial to readers who have difficulty blending sounds. Proper guidance of the teachers is required. Pictures can also be used as they reinforce reading. It is usually easier for struggling readers to recognize pictures rather than blend sounds. So always accompany your rhyming activities with pictures.

• Word Recognition

Word recognition is vital in the foundation of reading. It also strengthens visual processes. Parents or teachers can use cut out materials from prints, newspapers or magazines. Ask the children to underline or circle words that are the same. You can use colour codes for each word. For beginners, the parent or the teacher can give one word that the children will look for on the material.

Struggling readers will not struggle anymore with proper guidance and teaching. These activities here will help struggling readers appreciate reading, recognize words, understand stories and master blending sounds.