Building Skilled Readers: Best Practice in Reading Instruction
Presented by Learning Difficulties Australia
This course will be based on Scarborough’s Reading Rope (Scarborough, 2001) and include presentations on supporting both primary and secondary students to become skilled readers, focusing on both word recognition and reading comprehension. This course will be run over four sessions on the following dates:
Tuesday 4th March 12pm – 2pm AEDT (Melbourne time)
** Recordings will be available for one month after the event **
The live course has concluded but the recording is available on our on-demand learning shop.
Evidence-based foundations of the science of reading – Dr Jennifer Buckingham
The theories and research that underpin the evidence base known as the science of reading have been tested and validated in numerous studies over many decades. In this opening presentation, Jennifer will provide an overview of the fundamental theoretical frameworks for the components and development of reading to set the scene for the subsequent presentations that connect them to evidence-based practice.
Mastering Decoding and Word Recognition Skills – Lisa Bellman Ansell & Sarah Collins
Evidence-based reading instruction using decodable text is explicit and engaging, building students decoding, reading fluency and comprehension skills. As part of our exploration into decoding, we will look at the process of how we learn to read, what makes a good reader, how to choose the right decodable books for your students and how to plan an effective small group reading session.
Reducing the reading gap in a secondary setting – Stasha Demosthenous & Christine D’Arcy
A multi-tiered system of support (MTSS) to improve reading comprehension in a secondary setting will be outlined in a session that will be relevant for upper primary and secondary school leaders and teachers. Participants will learn how teachers and leaders across all year levels and learning areas at Parafield Gardens High School have been implementing and measuring the impact of a Tier 1 explicit vocabulary instructional routine (VIR) that incorporates a focus on subject-specific word morphology before taking a deep dive into the school’s Tier 2/3 Reading Acceleration Program (RAP) for Year 7 and 8 students with word reading (decoding) ages at or below 10 years. Participants will be shown lots of examples of what reading intervention in a secondary setting can look like and the positive outcomes that can be achieved for older struggling readers
Supporting struggling older readers with multicomponent literacy interventions – Melinda de Haan
Multicomponent literacy interventions aim to bridge the knowledge gap between students with reading difficulties and their peers, empowering students to engage in their classroom work. This presentation will explore how to plan multicomponent literacy interventions for older struggling readers (upper primary and secondary).
Assessing Reading Progress: Standardised, Diagnostic, and Formative Tools for Success – Jacinta Conway
This session will explore how readin