1. The Role of Lotto and Collaborative Reading
An explanation for IGR Teachers

2. about Story-Specific Lotto
Lotto is an ‘Advance Organiser’
“My favourite game is Lotto. It helps you get
used to the book before you actually start
reading it” (Tristan, Year 3)
“ I like it that it’s fun and it helps us with our
reading as well” (Henry, Year 3)

3. Lotto words are NOT for reading
The words on the Lotto baseboards are the
words in the new book that are JUST BEYOND
the children’s current reading level
(ie in their current Zone of Child-Text Proximal Development)
IGR reading materials are written so that
no more than 1 in 10 words per text are
challenging, but the children get to meet these
in a non-stressful, receptive way BEFORE they
begin reading the book itself
It is important to make a distinction between
RECOGNITION and READING – children can recognise words they can’t
yet read (ie Recognition precedes Reading)

4. Example of a Lotto game

5. Phonological – Visual Mapping: essential for IGR children
it is known that difficulties with auditory processing commonly underlie literacy difficulties, irrespective of IQ
(Usha Goswami - Phonology and Reading Difficulties)
the task of Phonological – Visual Mapping
(Recognition Lotto) gives children time to form
phonological/visual representations before they
actually have to read
this is especially important for reading-delayed children

6. The Way Children Learn Language
At 6 years, children typically have a spoken vocabulary of 6,000 words, and a
comprehension vocabulary of 14,000 words
Spoken vocabulary: Expressive language
Comprehension vocabulary: Receptive language
LOTTO allows children to prepare for reading in the
way they prepare to become language-users:
understanding and recognition precede speech

7. What happens after Lotto in IGR?
Story-specific Lotto games precede and pave the way for Collaborative Reading
Collaborative Reading using texts that provide
plenty of opportunity for speech (expression), rhyme, repetition and song is fundamental for
reading-delayed children

8. Collaborative and Choral Reading
Brain imaging studies show that children with phonological difficulties rely more on articulatory networks when consolidating phonological representations (which ultimately determine how successful they will be as readers) – see Usha Goswami
this is something we can help them develop

9. English has a bi-syllabic rhythmic template
Reading-delayed children need plenty of opportunity to practice and develop their skill with this (ie the right approach and the right early reading materials are really important)

10. IGR Materials
IGR materials help facilitate our work with reading-delayed children:
Abracadabra Books – Simple Syllable and Rhyme
Traditional Tales – Repetition and Refrain
OMW Books – Speech Rhythms and Cadences
Fables – speaking to the 7/8 year-old child
for every book there is a LOTTO game