A TOOL FOR THE EXPLICIT TEACHING OF LITERACY SKILLS
THRASS is an acronym for Teaching Handwriting, Reading And Spelling Skills. It is a system for teaching learners of any age about the building blocks of reading and spelling, that is, the 44 phonemes (speech sounds) of spoken English and the graphemes (spelling choices) of written English. THRASS has a unique methodology known as the THRASS Specific Pedagogical Practice (TSPP).
THRASS is divided into three main skill areas – reading, spelling and handwriting. These skills are interrelated and build on each other to increase a learner’s knowledge and understanding of the relationship between the 44 phonemes and the 26 letters of the alphabet – The Alphabetic Principle) – the key to successful reading and literacy.
WHO IS THRASS FOR?
WHO MAY TEACH THRASS?
INDIVIDUAL, GROUP OR WHOLE-CLASS TEACHING?
ARE THERE ANY ASSUMPTIONS?
How can help?
|Learners who have difficulties with handwriting will focus unnecessary attention on letter formation. When copying from the board, a work sheet or a book they are unable to concentrate on the words and/or the spelling choices (graphemes) in the words.||Learners who have difficulties with reading will be unable to accurately follow written instructions, or gain what they should in terms of pleasure and knowledge from reading books.||Learners who have difficulties with spelling will have problems with dictation activities and in expressing themselves creatively with free-writing.|
Many learners who are poor readers and spellers lack confidence because they are not aware that speech sounds (phonemes) may be represented by different graphs, digraphs, trigraphs and quadgraphs (one, two, three or four letters representing one phoneme i.e. spelling choices). That is, they are not aware of the Alphabetic Principle.THRASS focuses on the skills of handwriting, reading and spelling and uses the physical act of handwriting to reinforce the Alphabetic Principle. As learners develop an understanding and awareness of phonemes and graphemes, they are motivated to detect the phonemes in words they speak and hear and to detect the graphemes in words they write and read.