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103 Wood Street, Inglewood
Western Australia 6052
At St Peter's we value Early Intervention and believe in providing targeted support that assists in literacy development types of learners. In partnership with teachers, coordinators, parents and outside agencies; and through the use of early identification screeners, we are able to identify those students who would benefit from targeted support.
Through our support programs we aim to raise achievement and student competency by implementing a multi-facet learning support program that compliments classroom-learning experiences. Students are continually re-assessed and support is adjusted as required, we endeavor to provide ongoing support as long as it is required while at St Peters.
At St Peter’s, our support programs target a wide range of language learning skill areas/competencies. Students from Years One to Six have access to extra support targeting – auditory literacy skills, phonics / spelling, reading and reading comprehension. Programs are integrated along-side classroom scheduled lesson times, both within the classroom and via a withdrawal support model, which are all run by trained teaching support staff.
Some of the programs offered include:
A computer-based program that delivers a systematic and explicit instruction in phonological awareness, auditory processing and phonics skills that is required for learning to read and spell. It also supports the development of attention and memory.
The program is individualised for each student and automatically adjusts the instructional level to ensure mastery before moving on to the next level.
This program is offered three times a week, before school and is available for children from Year One to Year 6.
A multi-sensory based program that is designed to increase a student’s ability to attend to, identify and manipulate the sounds in speech, all skills that are necessary for reading and writing. Students participate in a variety of multisensory activities to develop their knowledge of; syllables, rhyming, onset-rimes, segmenting, blending and deletion.
A Phonics based - multisensory (visual, auditory, kinaesthetic and tactile) program where students participate in a variety of activities that continue to develop students phonological skills while teaching spelling using a structured spelling sequence, including the explicit teaching of spelling rules, spelling choices, morphology – including word origins, and meaning.
An audio based reading program where students practise reading at their instructional level with the support of an audio, teacher and related comprehension activities. It is designed to cater for the needs and interests of struggling readers while allowing them to practise their reading, gaining the confidence and skills to enable them to progress while consolidate their gains.
Reciprocal teaching is a reading strategy used to improve student’s comprehension. It scaffolds students on how to use the following strategies to help improve their understanding of texts: predicting, clarifying, generating questions, and summarising. In a small group students, supported by a member of staff use these strategies to engage in discussions, sharing their ideas and jointly constructing and enhancing one another's understanding of the text.