Reading versus designing for someone
An ordinary teaching idea. The example below is made up; your own work can stay private.
Have a go
- Listen to one faithful reading of an ordinary job.
- Offer an own direction; a helper can record it exactly.
- Compare that help with a copied layout after your own idea is kept.
Example and reasoning
A faithful helper reads the full job exactly and records a child's offered words without choosing a layout. A second fictional helper supplies the layout and asks the child to copy it. Ask which help kept the design choice the child's. The copied model may support learning but is not an unexposed own design sample. Next help: practise neutral read-back on unrelated ordinary work and label any content help.
Grown-up help
Offer speech, sign, AAC, pointing, drawing, faithful dictation, usual home-language support when competent, private work, pause, rest or finish. Ask one part at a time and keep its meaning. No partner, winner, score, time limit or fixed response length is required. Use only locally suitable broad whole paper/card, a checked marking tool and a stable comfortable table. A helper may act exactly as directed; keep the child's idea and the actual operator's action separate. Record an actual event only when it happened. A missing record can mean unknown; it does not establish that no action happened. A supplied story remains fiction.
Show the worked reasoning after an offered own idea where useful. This context is not a held first/later source.