Evidence Based Teaching of Reading and Spelling

A Workshop for Schools wanting to sort the science from the scat and revolutionise their teaching of reading and spelling

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Full day workshop

 

To book this workshop please contact Bill Hansberry

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MORNING SESSION 9am-11am

 

Why what’s happening in Australia is not teachers’ fault

• Teacher training – how it came to lack so much

• The culture of education and its aversion to science and research

 

The teaching of reading over the last 30 years – a sordid affair

Developing an understanding of how reading instruction became such a hot mess in Australia so teachers know how to talk to one another and parents about why change is necessary.

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• How we lost our way with teaching literacy in Australia 

• Whole word / Whole Language / Balanced literacy – made perfect sense before science got in the way!

• 3 cueing word recognition – disproven, debunked and still everywhere doing a lot of damage to readers

  • Undoing guessing as a word attack strategy

  • Running Records - the problem

• Replacing 3-cueing based reading assessment – easy, free and scientific

• 3 National enquires into the teaching of reading all said the same things, so what has stopped the necessary changes?​

 

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MIDDLE SESSION 11.20am-1pm

 

 

The Big 5 of reading with a focus on the first 2!

 

• Phonological awareness for all if we’re serious about kids’ learning to read.

• Structured, Synthetic Phonics – not analytic, not in context

  • What structured, synthetic, phonics and how it's different to polished turd (analytic/in context) phonics .

• Fluency – the facts

  • What’s a sight word – not what you though eh!

  • Orthographic mapping – when reading finally becomes reading practice

• Vocabulary – the facts

  • Word Cracking Morphology – getting great bang for buck in vocabulary

• Comprehension – the end game

  • Scarborough’s reading rope

 

Gough and Tunmer’s ‘Simple View of Reading’

Incredibly respected in the research and explained simply – because it’s simple!

 

Syllable Types – heaps important

• why they should be taught to all kids

 

 

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AFTERNOON SESSION 1.30pm-3.30pm

 

Spelling – poorly understood and awfully taught

 

• What’s orthography and why is it as important as phonology

  • The logic of a good spelling list

  • Diagnostic tests of spelling

 

• Making up for poor orthographic processing – spelling rules, concepts, positional frequency

  • Visual memory vs. orthographic memory

  • Some handy rules to know

• Teaching Long vowel spellings

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Why some kids struggle to read and what to do about it

 

• Dyslexia – and where it sits in the scheme of things

• The Phonological Deficit: how it impacts fluent word recognition

• Rapid Automatized Naming

• Multisensory, Cumulative, Structured Synthetic Phonics unpicked

  • The Playberry Structure

    • Orton-Gillingham programs

    • Controlled exposure to graphemes

 

It’s all in the cards: drill and thrill​​

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• Why drill and overearning?

  • The brain's systems for storage of words

  • As fast as possible, as slow as necessary

• Phonology and Orthography – Coleheart’s Dual Route Model

 

 

The 4 key components of an evidence based literacy intervention (and good teaching for all)

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< BACK TO WORKSHOPS

   ON EVIDENCE BASED

   LITERACY TEACHING,

   DYSLEXIA & OTHER SPECIFIC

   LEARNING DISORDERS