**17. Outreach to schools, reading centres and tutoring schemes**

Outreach to schools, reading centres and tutoring schemes involves provision of a library of 27 reading fluency books and 6 activity books, which are leased from the programme. Training is then provided on how to use the materials and methods to optimal effect. This focuses on providing information about the potential uses of our materials and methods, as well as training key members of staff in use of our materials and methods.

**Table 5.**

*Centre-periphery model of Dr. Charles Potter's Reading Fluency Programme.*

*Interactive Multimedia - Multimedia Production and Digital Storytelling*

b.*Module 6: Writing and spelling fluency.* This focuses on work with writing and spelling fluency. The module focuses in particular on use of the Seven Vowel Phonic Analysis System, based on results that indicate that optimum results are achieved where work in reading fluency is accompanied by work using this

c.*Module 7: Sequentialisation and working memory for words in sequence.* This focuses on work with sequential spelling difficulties. The module focuses in particular on use of the Targeted Analysis, Revisualisation and Sequential Spelling Programme, which integrates the training of sequential memory skills

d.*Module 8: Language and reading comprehension:* This is the final course module. It focuses on ways in which fluency-based work can be contextualised in language and reading comprehension activities, as well as the types of language

and reading comprehension work being done in the classroom at school.

After completing Module 8, participants are awarded a certificate for successful completion of the writing and spelling fluency side of the course. This is accompanied by a letter that states that at this point, participants have successfully completed all eight course assignments and are competent in working with

into writing and spelling fluency work.

*Operational model of Dr. Charles Potter's Reading Fluency Programme.*

**144**

method.

**Table 4.**

This is based on the following operational model involving provision of training courses for staff of schools, reading centres and tutoring schemes, combined with involvement of those members of staff with a learning support function in our eight-module implementer training course.

To date, the model in **Table 4** has been based on a centre-periphery approach to materials development and dissemination. In the operation of the programme, external demand for materials and methods developed centrally and implemented as part of my practice as an educational psychologist has been met through training. The training involves use of electronic materials supported by email and cellphone contact. This is supported by open-source publication of the theory behind the programme, the initial case studies on which the methods and materials were based, as well as its subsequent results in wider application.

This currently involves use of multiple forms of electronic media suited to working with users at distance. However, as demand grows, use of multimedia will become increasingly necessary as expansion of the programme takes place. In the process, the model will need to change. Delivery of the programme's materials and methods will need to become increasingly website-based, while at the same time involving use of interactive multimedia for evaluative purposes, as the programme grows in scale.

#### **18. Use of multimedia in programme development and implementation**

A feature of the programme's development to date has been the use of distance educational methods involving computer-based writing and delivery of materials, combined with email and cellphone interaction with programme users. This has enabled centre-periphery dissemination of materials and methods at small scale, and regular centre-periphery and periphery-centre contact as well as evaluative feedback.

This model has enabled publication of evidence in the form of case studies, as well as aggregated case studies [18, 26, 27]. It has also enabled usage of the programme's methods and materials by an increasing number of both individual users and institutional users.

The programme has reached a scale where the next stage in the programme's development will need to involve work with training partners. This will attempt to expand what is already taking place to larger scale, based on use of the programme's materials and methods in training both individual and institutional users. In the next stage, this will also need to be expanded to the training of trainers, based on the use of multimedia to carry the programme's central message outwards concerning its methods and electronic materials, and use of multimedia to carry evaluative evidence concerning usage.

### **19. Training in use of materials and methods**

The programme is both research- and evidence-based. The central message from centre to periphery focuses on optimal use of methods and materials, based on theory drawn from the literature, as well as evidence concerning effective implementation.

This centre-periphery approach to carrying the message can be modelled as in **Table 5**.

It will be evident from the above that the model is evidence-based, in which the output of the media is developed on the basis of evidence drawn from published research, as well as evidence based on implementation. Both delivery and evaluative feedback are currently dependent on email and cellphone-based technologies. The challenges for work at greater scale will involve keeping channels of two-way evidence-based communication open, while at the same time increasing use of website-based delivery.

**147**

**Author details**

Charles Potter

provided the original work is properly cited.

\*Address all correspondence to: pottercs@gmail.com

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

Educational Psychologist in Private Practice, Johannesburg, South Africa

*Training Reading, Writing and Spelling Fluency: Centre-Periphery Dissemination…*

This chapter has focused on a reading, writing and spelling programme, which has been developed for working with children with reading, writing and spelling difficulties. As all materials are electronic, the programme has been implemented via email and cellphone technologies. Based on promising results, a number of therapists, teachers, tutors and parents as well as institutions are currently using the methods and materials, both in South Africa and its neighbouring territories, as well as in the United Kingdom. There are also a number of therapists, teachers, tutors and parents involved in an eight-module training programme based on use of

The first half of the chapter has described the theoretical basis of the programme, as well as the methods used in its implementation. The second half of this chapter has focused on the modular training course and its aims, as well as the centre-periphery model of development and evaluation used in disseminating the programme through use of multimedia, including email, cellphone and use of computer-based electronic material. The model is both evidence-based and interactive in its emphasis on assessment and evaluation. It is currently delivered by email supported by email and cellphone contact and will increasingly involve use of

interactive website-based technologies as the programme grows in scale.

*DOI: http://dx.doi.org/10.5772/intechopen.82812*

**20. Summary**

multimedia.

*Training Reading, Writing and Spelling Fluency: Centre-Periphery Dissemination… DOI: http://dx.doi.org/10.5772/intechopen.82812*

## **20. Summary**

*Interactive Multimedia - Multimedia Production and Digital Storytelling*

eight-module implementer training course.

as well as its subsequent results in wider application.

**19. Training in use of materials and methods**

This is based on the following operational model involving provision of training courses for staff of schools, reading centres and tutoring schemes, combined with involvement of those members of staff with a learning support function in our

To date, the model in **Table 4** has been based on a centre-periphery approach to materials development and dissemination. In the operation of the programme, external demand for materials and methods developed centrally and implemented as part of my practice as an educational psychologist has been met through training. The training involves use of electronic materials supported by email and cellphone contact. This is supported by open-source publication of the theory behind the programme, the initial case studies on which the methods and materials were based,

This currently involves use of multiple forms of electronic media suited to working with users at distance. However, as demand grows, use of multimedia will become increasingly necessary as expansion of the programme takes place. In the process, the model will need to change. Delivery of the programme's materials and methods will need to become increasingly website-based, while at the same time involving use of interactive multimedia for evaluative purposes, as the programme grows in scale.

**18. Use of multimedia in programme development and implementation**

A feature of the programme's development to date has been the use of distance educational methods involving computer-based writing and delivery of materials, combined with email and cellphone interaction with programme users. This has enabled centre-periphery dissemination of materials and methods at small scale, and regular centre-periphery and periphery-centre contact as well as evaluative feedback. This model has enabled publication of evidence in the form of case studies, as well as aggregated case studies [18, 26, 27]. It has also enabled usage of the programme's methods and materials by an increasing number of both individual users

The programme has reached a scale where the next stage in the programme's development will need to involve work with training partners. This will attempt to expand what is already taking place to larger scale, based on use of the programme's materials and methods in training both individual and institutional users. In the next stage, this will also need to be expanded to the training of trainers, based on the use of multimedia to carry the programme's central message outwards concerning its methods and electronic materials, and use of multimedia to carry evaluative evidence concerning usage.

The programme is both research- and evidence-based. The central message from centre to periphery focuses on optimal use of methods and materials, based on theory drawn from the literature, as well as evidence concerning effective implementation. This centre-periphery approach to carrying the message can be modelled as in

It will be evident from the above that the model is evidence-based, in which the output of the media is developed on the basis of evidence drawn from published research, as well as evidence based on implementation. Both delivery and evaluative feedback are currently dependent on email and cellphone-based technologies. The challenges for work at greater scale will involve keeping channels of two-way evidence-based communication open, while at the same time increasing use of website-based delivery.

**146**

**Table 5**.

and institutional users.

This chapter has focused on a reading, writing and spelling programme, which has been developed for working with children with reading, writing and spelling difficulties. As all materials are electronic, the programme has been implemented via email and cellphone technologies. Based on promising results, a number of therapists, teachers, tutors and parents as well as institutions are currently using the methods and materials, both in South Africa and its neighbouring territories, as well as in the United Kingdom. There are also a number of therapists, teachers, tutors and parents involved in an eight-module training programme based on use of multimedia.

The first half of the chapter has described the theoretical basis of the programme, as well as the methods used in its implementation. The second half of this chapter has focused on the modular training course and its aims, as well as the centre-periphery model of development and evaluation used in disseminating the programme through use of multimedia, including email, cellphone and use of computer-based electronic material. The model is both evidence-based and interactive in its emphasis on assessment and evaluation. It is currently delivered by email supported by email and cellphone contact and will increasingly involve use of interactive website-based technologies as the programme grows in scale.
