Intervention in EFL

Foreign language intervention that is based on an explicit multi-sensory approach (Kenneweg, 1988; Myer, Ganschow, and Kenneweg, 1989; Sparks and Ganschow, 1991) has been found to be beneficial for novice EFL readers (Lesaux and Siegel, 2003; Vaughn, Mathes, Linan-Thompson and Francis, 2005).

The teaching of phonemic awareness and phonics are necessary for the teaching of reading in L2. They should be taught intensively, and the programmes should be modified to meet the needs of the FL learner (Manyak and Bauer, 2008). The phonology of the language is taught using direct and explicit teaching and the student is able to see, hear and 'do' (write) the language. Small amounts of material are presented and mastered using a multi-sensory approach. The EMPI programme is designed along these underlying principles and the same rationale lies behind the practical teaching.

2.4.7 The EMPI Programme

The Explicit Multisensory Phonics Intervention (EMPI) programme is an example of an explicit, structured, multi-sensory intervention programme that has been taught to both pre- service and in- service teachers working with at risk EFL students. It adheres to the criteria for successful intervention mentioned above. The aim is to provide teachers with practical tools that will enable them to teach beginning reading to children who have been diagnosed with dyslexia or at risk. The programme is based on The Hickey Multisensory Language Course (Augur and Briggs, 1992), as well as the Parallel Distributed Processing Schematic of Reading (Adams, 1990, 2003), and The Phase Theory of Sight Word Reading (Ehri,1991,1994, 1995, 1998, 1999, 2002, 2005). Over the years, additions and small changes have been made to the original programme, that relate to the needs of the struggling reader who is learning to read in EFL (See appendix 7 - Outline of the course ‘Teaching Reading in English to Children with Dyslexic Characteristics or at Risk-The EMPI Programme, for an example of the structures of the lesson plan and additions; and see appendix 8 - The Ten Point Lesson Plan).

The EMPI uses a ten point lesson plan for every intervention session. An explicit approach is adopted. The objectives are defined clearly and the child understands what they “need to learn and how to do so” (Minskoff, 2005, p.231). The teacher models for the child and guided practice is provided in small groups or individually. The student is then able to carry out independent practice of reading and writing which is success orientated. The skill is consolidated and can be applied to other settings or materials. The aim is to acquire strong word identification skills so that words will be read accurately

and quickly, since a large store of sight words have been built up in memory (Ehri, 2005, Share, 2004b).

A multi-sensory instructional approach is applied throughout the lesson. It

simultaneously links reading, writing, speaking and listening together through the use of the auditory, visual, tactile and kinaesthetic sensory modalities (Birsh, 2005). A phonics approach to reading is incorporated. Children are taught to make connections between letters (graphemes) and the sounds (phonemes) they represent (Moats, 2005). The child is learning the basic sounds for reading systematically, and will be able to apply them effectively to the decoding of other texts. The reading intervention programme that is taught includes the three previously mentioned characteristics, consolidates a strong basis of phonological awareness and uses structured texts relevant to the level of the learner (Hatcher, Hulme, and Snowling, 2004). Several innovations have developed over the years which take into consideration the needs of the struggling EFL reader or with dyslexic characteristics. The lesson plan contains ten steps. Phonological awareness is consolidated, particularly phonemic awareness, including awareness of sounds at the beginning, middle and end of words and segmentation and blending. The list of words provided for recognition and spelling is also used to teach vocabulary. There is a reciprocal relationship between the growth of vocabulary acquisition and reading (Stanovich,2000). Therefore, on-going vocabulary acquisition is vital for reading comprehension in EfL ( Amdur, et al., 2009). Students must first understand word meanings that are heard before they comprehend words that they read (Minskoff, 2005). Four to five words are taught per session for active use. Another innovation is the development of multi-sensory readers. The original approach stresses the importance of teaching reading and writing together as well as providing multi-sensory input. Teachers prepare a multi sensory reader for every sound taught. The reader contains a text incorporating sounds that have been taught, as well as the topic of the lesson. The text is illustrated using multi-sensory ideas and appears as a real book. A list of high frequency words is provided, as well as activities, which develop comprehension skills. The student is able to read the text because all the sounds are familiar, and there is a feeling of success and achievement since a book is read in each teaching session.

2.4.8 Summary

A PD process, experienced by both in-service and pre-service teachers, will enable them to alleviate and deal with difficulties faced in the field. Early intervention provides the instruction so that at risk students for reading difficulties can close the gaps before difficulties become too great and lead to the Matthew Effect. Both small groups and one- on-one instruction succeed in ironing out difficulties, and most students internalize reading at the required level if intervention is provided on time using an explicit systematic approach.