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 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!

  • 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?​

 

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

  • 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​​

  • 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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