Trauma-Informed Literacy Intervention

Introduction - A Trauma-Informed Teaching and Learning Cycle to Support Literacy Development in a Year 5 Student

The teaching and learning cycle provide a detailed plan aimed at improving Sarah's literacy skills. Every session is dedicated to a particular facet of literacy advancement, encompassing phonemic awareness and oral language proficiency. In addition, the methodology is methodical, starting with fundamental abilities in phonics and vocabulary before advancing to understanding, fluency, and oral language enhancement. Sarah's current literacy level suggests a fundamental grasp of phonemic sounds. The following sessions are carefully planned to direct her learning process, focusing on distinct learning goals in each session based on the initial assessment. The aim of this essay, it to support Sarah’s academic learning and provide 3 to 6 sessions.

Student’s Background Information

In both educational settings, students who have experienced trauma might display absenteeism, consistent lateness, a decline in personal cleanliness and care, and new, uncharacteristic behaviors such as pervasive fears or repetitive ways of speaking and acting (Apa.org, 2022). Sarah B is a year 5 student and she has attend 7 school since prep. She is living with foster care as she has experienced domestic violence and safety concerns in the past. Therefore, Sarah has some challenge behaviours in the past and she has difficult to participate most of the learning in the class. Since, Sarah has settled into her foster care home; she is more likely to participate some the learning during the school day. However, when the teacher read with her, Sarah will often become stress and confused of her learning. Her weaknesses are unsure mostly of alphabet, could not write her name. Also, she found challenge to remember in last lesson.

According to the assessment results, Sarah B has not performed well in the group, particularly when it comes to sound recognition. Since sound knowledge is fundamental to the development of language and literacy, the decision to concentrate on it is appropriate (Hartman, Nicolarakis and Wang, 2019). The information makes it evident that Sarah's sound knowledge is far less than what is anticipated for her grade. To close this gap and guarantee that she advances in step with her peers, it is imperative that intervention techniques put into place (Ryan et al., 2014). Sarah's unique areas of difficulty are probably taken into consideration when creating the planning document. This choice is warranted since it maximises the effectiveness of the intervention by customising it to her specific needs (Kilbourne et al., 2007). Like the assessment that was done, others will be undertaken on a regular basis to track Sarah's development.

The primary emphasis in the first session is on developing Phonemic Awareness. Sarah to familiarised with fundamental phonemic sounds through interactive games engage in rhyming word exercises and participate in activities that highlight phonemic patterns. Informal assessments encompass the act of observing and evaluating aspects such as active participation engagement and the ability to recognise rhyme and tone (Ninda Lutfiani & Lista Meria, 2022). This establishes the fundamental level of understanding of individual sounds in language.

The second session's learning goal is to improve phonics abilities. Letter-sound correlations are reinforced by reading short, phonetically decodable texts and playing interactive spelling games. Sarah will use flashcards to introduce basic letter-sound correspondences and participate in hands-on activities with magnetic letters. During activities, formative assessments involve providing observational comments.

In the third session, Vocabulary Building, Sarah use vocabulary games, Storytime sessions and image cards to learn thematic vocabulary. Progress can be inferred from participation and vocabulary usage observations. . Practical application is encouraged through cooperative exercises that incorporate new terminology into phrases.

The fourth session is devoted to comprehension skills. After reading a brief story, students analyse its essential components, pinpoint its primary characters, setting, and plot points. Comprehension questions and observations made during group discussions are part of the assessment process. Creative exercises like sketching scenes from the novel are used, along with guided reading that focuses on comprehension techniques. 

When the child has been facing the trauma it has been noted that the crucial approaches that has been trauma perspectives. In addition, it has been noted that the teacher has been require the some action in order to perform the task effectively.

• Establish a Safe and Supportive Environment
• Build Trust and Relationships with the effected trauma students
• Provide the clear instructions
• Incorporate Therapeutic Techniques
• Trauma-Informed Professional Development
• Regular monitoring and providing to the feedback

Feedback and Adjustments:

The focus of session five is on fluency development. Included are pair reading activities, fluency games, repeated readings, and reading exercises that emphasise expressiveness and tempo. Feedback for modifications comes from observations made during oral readings, timed readings with error tracking, and unofficial evaluations made during paired readings.

Figure 1: Teaching and Learning cycle.

(Source: Education.nsw.gov.au., 2023)

The fifth session prioritises the enhancement of fluency through a range of reading tasks, repeated readings, and collaborative activities with a partner. Integrating fluency games enhances the learning process by introducing an incentive element (Lomos et al., 2023). Timed readings and paired reading assessments provide valuable information about Sarah's fluency development. The ultimate session centres on the enhancement of verbal communication skills through collective dialogues, presentations, and cooperative narrative creation. Engaging in introspection and discussing personal anecdotes afford Sarah the chance to articulate her thoughts and feelings verbally. Evaluation includes the scrutiny of speech clarity and engagement in cooperative tasks.

Data Analysis

Example Word List:

All the words in this list have different sounds, and each word has the appropriate letter assigned to it. For instance, the sounds "B" and "A" correspond to the words "big" and "ant," respectively. Educators can make well-informed decisions that are supported by facts rather than gut feeling (Rousseau, 2020). Analysing student performance data enables teachers to pinpoint their students' areas of strength and weakness and modify their teaching strategies accordingly by using data analysis. Teachers can modify their teaching strategies to meet the various needs of each student by analysing student data (Rousseau, 2020). Every student is guaranteed to receive the assistance that best suits their individual learning style and pace with this tailored approach.

Scoring Sheet:

During the evaluation, the participant's replies are recorded on the scoring sheet. It has columns for the participant's answer, the question number, the proper letters, the sound being tested and an accuracy rating. Early detection of learning difficulties is made possible by the identification of patterns in student performance data (Romero & Ventura, 2020). By acting quickly to step in and offer more resources and support teachers can stop academic difficulties from getting worse.

Procedure for Assessment:

The participant must write down the letter or letters that produce each of the 32 sounds in the assessment. The participant is advised to pay close attention when the sound is repeated if they are not able to hear it. If the person has any problems, they should raise their hand. Teachers can monitor students' progress over time by regularly analysing their student data (Baker et al., 2020). This longitudinal perspective aids in assessing the effects of instructional interventions and reveals patterns that could guide the development of new instructional techniques. Data analysis is a useful tool for educational institutions like schools to use when allocating resources (Baker et al., 2020). This entails figuring out which interventions, programmes, or efforts for professional development produce the best outcomes and allocating resources as effectively as possible.

Critique of Strategies

The tactics chosen for Sarah's teaching and learning cycle exhibit a deliberate and all-encompassing effort to cater to her defined reader profile (Woodcock et al., 2022). However, it has been noted that several strategies have been demonstrated in the context of enhancing the business portfolio to meet the requirements in the business market territory.

Phonemic Awareness

Sarah is effectively engaged, and a dynamic learning environment is fostered with interactive games and rhyming exercises. Her poor phonemic awareness is explicitly addressed by these exercises. To maintain Sarah's attention and enthusiasm throughout the sessions, make sure the activities are varied.

Vocabulary Building

Using interactive exercises and flashcards to teach basic correspondences between letters and sounds is a good way to lay a solid educational foundation. The tactile and visual aspects of the learning process are improved when magnetic letters are used with decodable reading material (Medved, Podlesek and Možina, 2023). The strategies likely include creative solutions to challenges in monitoring progress, such as the use of innovative tools or approaches. This also implies that effective practices are transferred from one context to another, adapting to the unique needs of each student.

Comprehension Skills

Reading short stories aloud, doing guided reading exercises, and taking part in creative activities are all effective ways to improve comprehension. Visual aids such as graphic organizers make it easier to understand the elements of a story (Qi and Jiang, 2021). However, evaluate Sarah's understanding periodically by engaging in discussions and asking specific questions. Modify the difficulty level of reading texts according to her advancement.

Fluency Development

Fluency development is enhanced by reading exercises that emphasise speed, frequent readings, and collaborative tasks (Paige, 2020). A factor of incentive is introduced using games. However, during timed reading sessions, pay attention to Sarah's tone and reading speed. Furthermore, provide encouraging remarks to support her confidence when reciting aloud.

Oral Language Development

Oral language development is enhanced through group conversations, show-and-tell sessions, and collaborative storytelling (Kosanovich, Phillips and Willis, 2021). Furthermore, these exercises encourage and support Sarah's spoken communication. However, create an environment that is welcoming and supportive so that Sarah feels comfortable expressing herself. Additionally, monitor the intelligibility of her speech and actively involve her in group projects. 

In terms of addressing the needs of a child who has experienced trauma, teachers has been playing a pivotal role in fostering a nurturing and stable environment. The primary objective is to establish a sense of safety within the classroom which can be achieved through consistent routines and clear guidelines. Building a trusting relationship with the child is essential and it is also requiring patience and consistent support. Teachers should be vigilant and must observeany behavioral or emotional changes that might signal the child's struggles. Encouraging various forms of expression, like art, writing, or play, can serve as therapeutic outlets for the child to process their emotions.

Conclusion

The teaching and learning cycle designed for Sarah's literacy development demonstrates a deliberate and strategic method to target her existing level of phonemic awareness and progressively advance through different aspects of literacy. This organised framework not only highlights the significance of fundamental abilities but also acknowledges the dynamic and linked nature of acquiring literacy.

Monitoring Student Progress

The method for keeping track of students' progress is a thorough and flexible one that is customised to meet Sarah B's specific requirements (Bradley, 2020). Regular evaluations both formal and observational will be essential instruments for tracking her progress. Periodic formal tests, similar to the first sound recognition exam, will be carried out to monitor progress and pinpoint any areas that could still need work. Through participation and involvement in the classroom, observational data will be acquired that will provide nuanced insights into the practical application of sound knowledge in many circumstances (Bradley, 2020). Keeping the lines of communication open with Sarah's parents will also yield new insights into her home support network and learning environment. This cooperative endeavour guarantees a comprehensive comprehension of her advancement. The monitoring technique places a high priority on continual modifications to improve flexibility.

Critical Proposal for Future Development and Support

It indicates that her future development plan for the learning sequence and support is extremely well-articulated. This suggests that Sarah has a clear, research-backed roadmap for how she intends to monitor and support the case study student, which will not only benefit this individual student but also enhance her teaching strategy in future cycles (Graham et al., 2022). Sarah’s strategies will be informed by current research and best practices in education, ensuring her methods are not only effective but also innovative and grounded in evidence-based approaches.

According to the assessment data, Sarah needs specific assistance in improving her ability to recognise sounds and understand phonetics. The approach should incorporate targeted education in these specific domains.

Materials suitable for the specific age group:

Ensure that the educational resources are age-appropriate, while still maintaining their ability to captivate and stimulate her.

Integration of technology and resources:

Educational software and apps employ technology that specifically targets phonetics and reading abilities, offering Sarah interactive and captivating methods to practise.

Availability of Supplementary Materials:

She can access a variety of educational materials, including physical books from the library, internet resources, and specialised learning tools that are tailored to her specific learning pReferences and requirements.

Continuous evaluation and provision of input:

Regular Progress Checks: Regular and frequent brief evaluations to evaluate progress and make appropriate adjustments to instructional methods.

Feedback Loop:

Implement a structured mechanism for Sarah to receive constructive feedback promptly and effectively, hence cultivating a growth-oriented mindset.

Expert assistance and cooperation:

Specialised Intervention:

If deemed required, engage educational experts such as speech therapists or reading specialists.

Teacher Collaboration:

Engage in cooperative work with fellow teachers to provide a uniform approach across different disciplines.

Ethical, Legal, and Professional Responsibilities

Teachers have a crucial responsibility in maintaining ethical, legal, and professional obligations when it comes to reporting and giving feedback to students and parents/carers (Graham et al., 2022). Ensuring precise and dependable documentation of student accomplishments is essential, as it serves as the foundation for impartial and knowledgeable assessment. Promptness in providing feedback is crucial for the continuous learning and motivation of pupils. Teachers often participate in assessment moderation to ensure that grading judgements are uniform and can be compared (Williams, Johnston and Averill, 2022). Clearness in assessment standards and grading rubrics promotes comprehension among students and parents, but the protection and secrecy in managing student data are of utmost importance. Efficient communication, encompassing both parents and kids, is crucial, and teachers must offer constructive and tailored feedback that caters to specific learning requirements. In addition, educators must consistently enhance their expertise to stay informed about their legal duties and moral obligations, thereby guaranteeing a nurturing and considerate educational setting for every student.

The Council's Disciplinary Rules of Procedure define "unacceptable professional conduct" as conduct exhibited by a certified teacher that fails to meet the accepted standards of the profession and entails a violation of propriety (Hamer, 2023) . The determination of whether a teacher has engaged in inappropriate professional conduct is made by a hearing committee, taking into account the unique circumstances of the case and examining the relevant sections of this Code. In addition, registered teachers may be deemed culpable of "grave professional inadequacy" if they exhibit a level of proficiency that falls far below the standard expected of a registered teacher, taking into account the particular circumstances (Teachers’ Pedagogical Knowledge and the Teaching Profession Background Report and Project Objectives, 2019). When evaluating whether a registered teacher has demonstrated significant professional incompetence, hearing committees will take into account factors such as the teacher's inability to uphold competence in line with Qualified Teacher Status and Induction Standards, as well as the nature of their professional duties.