Competences

a) plan and develop reading and spelling strategies within a scaffolded literacy programme with the involvement of parents/caregivers;
b) explicitly and effectively teach concepts or word recognition and phonics;
c) effectively teach all steps in a decoding and encoding lesson, including single word reading and connective text that is read fluently, accurately and with appropriate intonation and expression;
d) direct students’ attention to speech sounds, reading, spelling and vocabulary instruction during reading instruction.

Knowledge 

a) determine 1st and 2nd language phonemic systems as appropriate and identify the most challenging sounds;
b) define grapheme as a functional correspondence unit or representation of a phoneme;
c) explain how to order phonic concepts from easier to more difficult;
d) explain common orthographic rules and patterns in English and Maltese;
e) understand the reciprocal associations of phoneme processing, reading, spelling and vocabulary;
f) distinguish the difference between high frequency words and tricky/irregular words;
g) identify printed words that are the exception to regular patterns and spelling principles;
h) describe reading and spelling development and which areas require attention (decoding, word building, phonological awareness and comprehension);
i) outline a complete lesson format, from the introduction of a word recognition concept to taught application in meaningful reading and writing activities.

Skills

a) understand and analyse the principles of explicit and direct reading: model, lead, guided practice and review;
b) anticipate which sounds may be most challenging for 2nd language learners and the difference in the two systems;
c) accurately map graphemes and phonemes in any English and Maltese word;
d) plan lessons with a cumulative progression of word recognition skills;
e) apply concepts to reading style words and phrases, and connected text.