Workshops on Evidence-Based Literacy Teaching, Dyslexia and other Specific Learning
Disorders - WORKSHOP SERIES 21
Teaching Students with Dyslexia: Levels 1 – 3
3 x 3 Day Workshops
For more information about these Workshops please contact Bill Hansberry
Teaching Students with Dyslexia (TSD) has been delivered all over Australia for people wanting to learn to effectively support students with severe reading disorders who have not responded to tier 2 reading intervention programs.
The complete training spans three levels, each consisting of three days of intensive, highly practical training. Participants will learn to teach to the Playberry structure, using the Playberry program materials as well as learning how to create their own additional teaching resources to the Playberry structure.
Those who wish to follow the training right through the three levels will have, upon completion, trained for nine days and amassed the understandings and materials to deliver a remedial (tier 3) structured, cumulative, multi-sensory, synthetic phonics remedial program that is considered the gold standard in dyslexia remediation.
Tutors who meet our training standards and who commit to ongoing professional development with us may be admitted to the South Australian Literacy Specialists (Dyslexia) Register - SALS(D). This register has become a trusted referral resource for local Educational Psychologists and other Specialist Tutors already on the register.
Teaching Students with Dyslexia Level 1 (TSD1)
Next course April 2020
School Holidays 15th - 17th April
TSD1 is designed to provide teachers and educational support staff with an understanding of the learning style of students with dyslexia .The main focus will be to introduce participants to content and methodology most effective when tutoring in a withdrawal situation. It will also provide participants with knowledge and strategies to cater for the children’s needs in the classroom
This three day program is based on research (Oakland, Black, Stanford et al., 1998) which indicates that remedial instruction for students with dyslexia needs to incorporate:
Highly structured phonetic-instruction training with a heavy emphasis on the alphabetic system.
Drill and repetition are also necessary to compensate for difficulties in verbal working memory.
Multi-sensory methods are required to help anchor verbal information through non-language mental representations.
Learning objectives need to be highly sequential because the logic of language structure may escape these students.
Comprehension and meta cognitive processes need to be taught to assist these students in the conscious use of language rule systems to guide their reading and spelling.
The course combines theory and practice, but practical teaching strategies are the main focus. Observation of Alison tutoring children is part of the course. Participants will be given a certificate to verify their attendance and completion of the course.
For those seeking further training in the methodology advocated for tutoring students with dyslexia, a Level 2 Course will be conducted at a later date.
Teaching Students with Dyslexia Level 2 (TSD2)
Next course September 30 - October 2, 2020
TSD2 focuses on the practical application of a structured multi-sensory program and will follow the Playberry Multisensory Program structure. Participants will be required to prepare a full lesson and teach it to a partner on the final day.
Prerequisite: Completion of Teaching Students with Dyslexia Level 1.
Programming and evaluating progress and their response to intervention (RTI)
Examining and comparing Educational Psychologists’ reports
Visual analysis of words through coding
Working with multi-syllable words
Preparing structured, multi-sensory worksheets and learning tasks in line with the teaching structure
Preparing structured reading material in line with the teaching structure
Assisting students to develop written expression
Study skills and memory strategies
Teaching Students with Dyslexia Level 3 (TSD3)
Next course to be arranged for 2021
TSD3 will focus in more depth and detail on the practical application of a structured multi-sensory program and will follow the Playberry structure.
Prerequisite: Completion of Teaching Students with Dyslexia Levels 1 and 2.
Practical sessions on assessment resources and evaluation procedures which teachers can use to identify students with dyslexia.
Phonology and morphology in more detail
Introduction of new teaching points using directed discover teaching (DDT)
Examining the structured program, focusing on the 2nd half of the teaching points.
Revisiting spelling rules and grammar.
The importance of learning strategies and content for students with dyslexia
Evaluating students’ progress.
Prior to commencement of the course teachers will be required to assess a child using some of the recognized assessment tests and write a report on their findings and recommendations. The report to be presented for group discussion on the Friday. On the final day teachers will be required to introduce an advanced Teaching Point of their own choice to a partner. Group discussion and evaluation will follow.
Is the program structure that participants of TSD learn to teach with and create additional resources for.
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