WORKSHOP 18 | hansberryec

Workshops for Educators

Workshops on Evidence-Based Literacy Teaching, Dyslexia and other Specific Learning

Disorders - WORKSHOP 18

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

Full day workshop

To book this workshop please contact Bill Hansberry

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 to teachers know how to talk to one another and parents about why change is necessary.

Clip from Outside the Square: The Evidence
How we lost our way – learning to talk=natural; learning to read=not so much!
Whole word / Whole language / Balanced literacy – it made perfect sense before we could watch brains as they learn to read
3 cueing word recognition – nobody quite knows where it came from but it’s still everywhere and doing a lot of damage to vulnerable readers
- Undoing guessing as a word attack strategy
- Running records
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 us?
- Big Business
- Teacher Unions’ rejection of SSP
- Whole Language - so popular because it lets us off the knowledge hook
- The current results – UK (much better), USA (scattered), Australia (pretty bad)

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
- Let’s play with P.A. so we can gain an appreciation of hot it relates to reading and spelling
- The PA skills ladder
- Easy ways to develop PA at tier 1 in classrooms

Structured, Synthetic Phonics – not analytic, not in context
- What SSP means (structured, synthesis, phonics)
- Polished turd phonics – it’s not the best (so why would we?)

Fluency – the facts
- What’s a sight word – not what you though eh!
- Orthographic mapping – when reading practice finally becomes reading practice

Vocabulary – the facts
- 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
Spot the syllable game

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
- Bill’s Spelling Rules poster
Teaching Long vowel spellings

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

Developmental dyslexia – and where it sits in the Simple View of Reading
The Core Phonological Deficit: how it impacts fluent word recognition
A bit on Rapid 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

Bill teaching footage: Multisensory reading and concept card drill – tier 3 intervention
Bill teaching footage: Multisensory spelling card drill – tier 3 intervention
Why drill and overearning?
- The visual word form area (left fusiform gyrus) and exposures of grapheme-phoneme correspondences
- As fast as possible, as slow as needed
Phonology and Orthography – Coleheart’s Dual Route Model