Comprehension, Thinking & Learning
To achieve at second level, all students need a repertoire of literacy, learning and study strategies that they can apply across all subjects.
At Level 2 the NBSS works with schools developing targeted interventions at Senior and Junior Cycle, that can support the development of specific learning skills with small groups of students or with class groups such as the explicit teaching of study skills or developing comprehension skills using a particular strategy, programme or resource. By, for example explicitly teaching key comprehension strategies - making connections, self-questioning, visualising, inferring, determining important information, summarising/synthesising and self-monitoring comprehension - through focused interventions, students can be supported to become more purposeful, active readers and engaged, independent learners.
The close connections between academic achievement and behaviour mean that addressing a deficit in one area may prevent a problem from occurring in the other.
As part of the 'Teacher as Researcher' Projects the NBSS also works with individuals or groups of teachers on comprehension, learning, study and literacy skills development research projects at all three levels of intervention, across Senior and Junior Cycle.
Examples of school interventions focused on comprehension, learning, literacy and study skills development can be seen here.
Adolescent Literacy
In developing a continuum of support to address student literacy, learning and behavioural needs the NBSS draws upon the findings from international research into the most effective ways to improve adolescent literacy. Common themes emerge from the research literature as to effective practices for addressing the literacy needs of adolescent learners. Among these is the need for:
- All subject teachers to integrate the explicit and direct teaching of vocabulary, comprehension and writing skills necessary for learning in their subject area.
- The need to develop and improve the fluency skills of some students.
- The need for systemic, intensive and explicit teaching related to phonics and phonemic awareness for a small number of students.
As part of its Model of Support, the NBSS works with schools at Levels 1, 2, and 3 in developing specific strategies and interventions that address the five essential areas of reading for adolescent learners, i.e.
- Comprehension
- Vocabulary
- Fluency
- Phonics
- Phonemic Awareness.
NBSS 'Learning to Learn' Resources
The NBSS has developed teacher and student resources to support the development of academic literacy, learning and study skills at Junior and Senior Cycle. More details can be found on the Publications & Resources section of this site.