University of Edinburgh

Course 11: Reading and Reading Development

Presented on Thursday, 27 October 2016

Course evaluation summary

Number of Participants: 37
Number of Respondents: 32

Overall Assessment:

How would you rate the following: Excellent = 1; Poor = 5

Enhancement to your expertise


Content and supplementary material


How will you use what you have learned today?

I'll continue synthetic phonics approach and limit whole word teaching, as I've been doing.
Feedback to literacy RACI group. Look for specific resources within my school highlighted to me by course colleagues. Confirmed strategies I use.
Quite a lot of time spent on info I already knew. Needed more specific and practical ideas for course to have impact on my teaching.
Feedback to Cluster Literacy Group. Confirmation that I am using appropriate strategies through presentation and dialogue with others.
Strategies to support poorer readers.
Take back to pupil support. Supports my teaching of pupils with comprehension difficulties.
Share with colleagues and other support teams.
Not really learned anything new.
Increasing awareness/understanding of cognitive key skills of reading and comprehension. Finding out what works best for pupils with an HI or VI. However, acknowledging that each pupil is unique.
Research digital books.
Consider how to use word reading skills with low level literacy S1/S2 classes.
Feedback to colleagues.
Staff development. Audit of current practice.
Find out more/use York Assessment of Reading for Comprehension. Recommend school purchase.
As an infant teacher I already knew a lot of what was addressed today.
I will place more emphasis on developing deaf children's silent speech reading skills.
To further research.
Today has been useful in reminding me of many strategies I have used in the past. This will now inform and influence work I am doing with S1 pupils onwards.
If phonics has already been taught at primary and my dyslexic child still can't read, then I will promote the use of a laptop with Co:Writer installed on it at secondary school.
It was great but had knowledge and understanding of this through personal research. Pass on to talks for staff development.
I will take back the information about comprehension with one of my P7 pupils (severely deaf) to tackle some of the areas where she is struggling now.
Use reciprocal reading in small group with deaf pupil instead of 1:1 language input.
Incorporate into early years practice.
Networking with others has introduced ideas/websites which can be explored.
Share what I have learned with colleagues and use what I have learned to enhance learning and teaching with my pupils.
Share with colleagues. Use in my practice.
Knowledge of phonics and comprehension when working with children with hearing impairment.
I'll look up resources/materials suggested.
As background to my knowledge of teaching reading.

How would you rate the following: Excellent = 1; Poor = 5

Clarity of presentation


Pacing of course/event


What was best about the course/event?

Opportunities to discuss/share good practice.
Group discussions with other practitioners. Resource information.
Sharing ideas with colleagues. Confirming what I already know.
Time to meet colleagues in similar situations. Presenter was happy to discuss issues but had no specific knowledge to help me. Willing to pass on ideas.
Dialogue with others.
Access to range of research.
Good to get ideas from other professions. Good to get ideas for supporting and developing comprehension.
Input on ASN pupils interesting alongside the "typical" pupil.
Speaker well informed. (2) Chance for networking with other Teachers of the Deaf (ToDs).
Networking with colleagues. (5)
I enjoyed networking with other professionals.
Strategies and example activities to use in class.
Group discussions.
Meeting and talking with very experienced classroom teachers from other parts of Scotland 'network' and from hearing impairment.
Morning lectures.
Excellent to discuss with teachers from various services/schools about their experiences and strategies for teaching reading.
Having a chance to discuss with colleagues who are struggling with the same challenges that I am! Also good to focus more on comprehension in the afternoon.
Lots of ideas.
Confirming areas and difficulties experienced in my role as teacher of HI pupils.
Overview of strategies for reading comprehension related to skills involved.
The opportunities to share/discuss key themes with others to hear about their experiences and share good ideas/practice. (2)
Clear, informative information based on research.
Background and references to reading.
Being able to chat with fellow teachers from different educational establishments was helpful and informative round my table.
Networking, discussing with other ToDs the issues of teaching children with no hearing how to read.
It was helpful to meet others and discuss experiences and share thoughts and knowledge/practice.

What, if anything, could have been improved about the course?

More specific information relating to hearing impairment.
More practical exercises.
I would have like it to be a bit more practical and see resources I could use to enhance strategies in class.
More practical approaches/ideas. Presenter was clear and helpful, but content not really relevant for me.
I would have liked to see practical resources/examples of activities.
More strategies for developing comprehension. Shorter discussion times - discussion eventually goes off task otherwise.
Actual strategies to use to aide reading comprehension.
Lots of interesting research. Would be good to hear/watch video of classroom examples.
Practical examples/ideas of strategies to support reading comprehension when children have difficulties.
Less discussion time in groups. (3)
Shorter lunch hour - earlier finish - catch earlier train?
More strategies provided instead of just information. Discussion time was quite long. I would prefer to learn from the course expert.
Felt quite rushed - not much depth.
More informative on the mechanics of reading.
How to teach reading to a pupil who is blind. Would using the class reading scheme or braille reading scheme be better?
Practical activities to enhance learning. (2)
It's obviously an area lacking in research at the moment, but more practical ideas, resources, videos, etc to take back to school in relation to British Sign Language.
I would have appreciated some more practical aspects directed towards HI and VI readers.
Research was very interesting but more examples of practical application would be helpful.
I would have preferred a specific course for teaching reading to deaf children with no hearing.

How did you hear about this course?

SSC Courses Brochure: 3
Course Info Email from SSC: 11
Co-ordinator/Line Manager: 10
SSC eBulletin: 2
Colleague: 3
SSC Website: 1
Other (please state): 1 (email from ASN Dept), 1 (  )

What other CPD training would you like the SSC to provide?

More practical where you can experience from HI or VI point of view to improve support given and strategies to use.
Concrete strategies to improve reading comprehension in Secondary pupils.
Teaching deaf children who have no hearing how to read.
Reading and reading development for profoundly deaf children - children with no hearing/no speech - purely BSL children.
Reading and comprehension for Deaf signing pupils with no hearing - theory and practical ideas.
A course aimed specifically at the needs of VI/HI/ASL may be beneficial.
More training for teaching deaf signers!!