LIfTT – A transformative approach to teaching literacy to older pupils
Finding suitable literacy resources to support older pupils can be a challenge.
Philippa Hawkins from South Downs Dyslexia describes how LIfTT enables her to teach phonics alongside etymology, morphology and orthography, using resources that are engaging for teenagers.
Can you tell me a bit about your background and your current roles?
I’m a qualified teacher, specialist tutor and dyslexia assessor, with over 15 years working in education. I’ve worked in the state and independent sector, in mainstream and specialist settings. I currently work as an acting SENDCo in a prep school, and teach and assess children and young people aged 8–18.
As a teacher of older pupils with literacy difficulties, what problems have you encountered finding appropriate resources to support your teaching?
I’ve spent far too many hours trying to find words and activities that would suit older learners! There are a lot of resources available online, but I often find they’re not suitable for teenagers. Resources are often too easy, using simple words that older pupils are already familiar with from repeated exposure. Finding spelling games and activities can also be a challenge, as they are usually designed with younger learners in mind.
Could you describe what LIfTT offers that made it stand out as a suitable intervention for you to purchase initially?
I really liked the free assessment materials. The all-in-one LIfTT package was cheaper than other phonics programmes available and didn’t require annual subscription fees. The structure of the programme aligned with my own approach to teaching because in LIfTT phonics is taught alongside etymology, morphology and orthography.
How long have you been using LIfTT?
Approximately six months.
How effective is the LIfTT assessment at identifying the strengths and weaknesses of your pupils, and helping you to plan an intervention?
In the past, I’ve used various spelling assessments, and, while helpful, they were either standardised or more suited to younger learners, so not ideal when planning lessons for teenagers.
In contrast, the LIfTT assessment is easy to use and good at identifying the strengths and weaknesses of pupils, helping me to tailor my teaching. The two spelling assessments highlight areas of difficulty without being laborious to administer. I particularly like that the assessment also covers reading, writing and punctuation, including homophones.
How have LIfTT resources helped you to support your pupils?
LIfTT resources have allowed me to use a multisensory and structured approach, with scaffolding to encourage independent and reflective learning. The games and activities help to maintain pupils’ interest and embed learning while developing vocabulary for older pupils who struggle with reading and have less exposure to books.
Has LIfTT saved you time? If so, how?
The programme has saved me considerable planning time and hours spent searching the internet for ideas. The word cards are invaluable and used for every teaching point. The printing and laminating of resources does take time, but, once created, can used again and again.
Which LIfTT resources do your pupils most enjoy using?
My pupils most enjoy the dominoes and Kaboom cards. Word choice is interesting and diverse, and spelling knowledge and vocabulary is developed while playing the games.
What is your favourite thing about LIfTT?
I think the programme is fabulous! It’s well thought-out and progressive. My favourite thing about LIfTT is the level of detail and depth the programme goes into. LIfTT covers everything, from initial assessment, through to punctuation, word classes and etymology. There are enough resources to ensure teaching is engaging and varied.
I also really like the fact that LIfTT encourages the learner to consider the reason behind certain spellings, such as the rules for the silent final <e>.
For what age range do you think LIfTT resources are appropriate, and why?
The programme works really well for KS3 pupils. However, it can easily be adapted to suit younger learners. Many of the games can be used for KS2 learners and not all the words need to be used. The introduction of graphemes can be spaced out or limited to suit the learner.
Do you think the guidance for teachers is helpful?
The teaching manual is immense and leaves nothing to chance! I like the example lesson plans and the detailed guidance that accompanies each module, which would support teachers and SENDCos who have not been trained to deliver 1:1 intervention sessions.
The guidance for teachers is something I often dip back into. Explanations of the different concepts are clear, and have helped me to develop my own spelling knowledge. Teaching points, examples and activities all link back to the relevant strands of teaching.
Would you recommend LIfTT to other practitioners supporting adolescents with literacy difficulties?
Absolutely, without hesitation. If implemented in schools, LIfTT can be transformative for pupils who have previously been let down by an ineffective and rigid synthetic phonics approach. I would recommend purchasing the all-in-one package, as each module is of value. The programme is adaptable and can be used by a novice SENDCo as well as a specialist literacy tutor.
Thanks to Philippa for sharing her experience of using LIfTT!
If you are a teacher, tutor or home educator who would like to learn more about teaching reading and spelling to teenagers, please send me a message and I’ll be happy to set up a call.