Workshops for Educators
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Workshops on Evidence-Based Literacy Teaching, Dyslexia and other Specific Learning
Disorders - WORKSHOP 17
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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
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Teacher training – how it came to lack so much
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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
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Whole word / Whole Language / Balanced literacy – made perfect sense before science got in the way!
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3 cueing word recognition – disproven, debunked and still everywhere doing a lot of damage to readers
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Undoing guessing as a word attack strategy
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Running Records - the problem
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Replacing 3-cueing based reading assessment – easy, free and scientific
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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!
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Phonological awareness for all if we’re serious about kids’ learning to read.
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Structured, Synthetic Phonics – not analytic, not in context
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What structured, synthetic, phonics and how it's different to polished turd (analytic/in context) phonics .
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Fluency – the facts
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What’s a sight word – not what you though eh!
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Orthographic mapping – when reading finally becomes reading practice
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Vocabulary – the facts
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Word Cracking Morphology – getting great bang for buck in vocabulary
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Comprehension – the end game
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Scarborough’s reading rope
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Gough and Tunmer’s ‘Simple View of Reading’
Incredibly respected in the research and explained simply – because it’s simple!
Syllable Types – heaps important
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why they should be taught to all kids
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AFTERNOON SESSION 1.30pm-3.30pm
Spelling – poorly understood and awfully taught
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What’s orthography and why is it as important as phonology
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The logic of a good spelling list
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Diagnostic tests of spelling
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Making up for poor orthographic processing – spelling rules, concepts, positional frequency
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Visual memory vs. orthographic memory
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Some handy rules to know
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Teaching Long vowel spellings
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Why some kids struggle to read and what to do about it
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Dyslexia – and where it sits in the scheme of things
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The Phonological Deficit: how it impacts fluent word recognition
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Rapid Automatized Naming
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Multisensory, Cumulative, Structured Synthetic Phonics unpicked
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The Playberry Structure
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Orton-Gillingham programs
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Controlled exposure to graphemes
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It’s all in the cards: drill and thrill​​
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Why drill and overearning?
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The brain's systems for storage of words
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As fast as possible, as slow as necessary
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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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