Workshops for Educators

Workshops on Evidence-Based Literacy Teaching, Dyslexia and other Specific Learning
 
Disorders - WORKSHOP 17

ONLY RUN ON INVITE BY A SCHOOL OR CLUSTER

 

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A kickstart for schools wanting 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 so teachers know how to talk to one another and parents about why change is necessary.

  • 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!

  • Smith and Goodman's 3-Cueing word recognition theory – disproven, debunked, still everywhere and still doing a lot of damage to readers​

  • 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?​

 

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

 

 

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

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

  • 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​​

  • Why drill and overearning?

    • Orthographic Mapping: The brain's system for storing whole words

    • As fast as possible, as slow as necessar

 

 

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

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