Case studies
1: A new initiative
During 2018/19 Learning Ways Trust collaborated with a Porirua school to support a greater number of children with specific learning needs.
Students attended before school to participate in the online programme. This model differed with the Trust’s usual method of one-on-one lessons, and may offer an effective/efficient model to increase the number of students reached at one time in high need areas such as this school.
Initial Analysis Results
All students on the programme improved. As shown in the chart below, the discrepancy between a student’s real age compared to their reading age was high.
The progress over 6 months indicated that when a student is taught in a way that works for them the gain in reading ages steadily increases thereby closing the gap.
As an example, 3/8 students improved their literacy by 1 year in a 6 – month period. This means, student 1 (aged 10) started the program at the level of a typical 5.9 -year-old. Over the six-month period, he has moved from a Year 2 to a Year 3 learner, so is working at the level of a 7.5- year-old.
The learning support teacher of this Porirua school writes…
By removing the barrier of cost, the students who have been unable to grasp literacy concepts can access literacy learning that would normally be restricted by family monetary budgets.
The students are enthusiastic and enjoy the activities with a great sense of success as they move up through the levels. They have said how it is helping them understand learning in class.
Their whanau are all on board with the programme and grateful for the opportunity for their children. They understand how difficult school has been and want their children to succeed. Teachers have seen a change in his class participation.
A breakthrough for David
When David started school, he had been diagnosed with global developmental and speech delay.
Although his mum and grandmother did all they could to nurture his reading, David did not progress with his peers. After 18 months at school he was still not reading. His teacher referred him to the Learning Ways Trust.
His screening showed that he did have average general conceptual ability and therefore was able to learn to read. David began lessons with a Learning Ways Trust tutor.
At the start of tuition his reading age was that of a 5.6 year -old student – which is classified as ‘Well Below’ the expected levels for his age.
After 3 terms of lessons, supported by Learning Ways Trust, he was almost ‘At’ the reading standard comparable with his peers.
Fast forward to 2021
David's teacher wrote
David is doing really well in his writing - he is in my accelerated literacy learning group and also with his reading and comprehension- he tested at 8.5-9.5 years on his latest Probe and is keeping up with the book clubs and comprehension activities we do.
This shows that David is now working at the expected level.
Without this support I fear that David would not have progressed as much as he has.
David's mother wrote
I want to acknowledge the invaluable support provided by Learning Ways Trust. As a solo mum there was no way I could have been able to afford such specialist services that have taught my son in a way that he could learn to read. I was delighted when my son returned to school in February, after lessons with his tutor over the summer break, and he was able to maintain (not dropping) the reading group level he ended with in the previous year.
My family, friends and I have noticed a significant improvement in his reading, writing and spelling as well as confidence with learning and wanting to read more in his own personal time.
Dyslexia is not outgrown; this means that children need to get help as soon as a problem is noticed”.
Dr. Sally Shaywitz