LIVE Online details
Participants must attend/complete all elements:
Pre-workshop activity –self paced activity sent a week prior
Live session 1 – Tuesday 29 September, 1-4pm AEST
Live session 2 – Friday 2 October 2020, 1-4pm AEST
(Registration is for both sessions)
most successful interventions for struggling readers/spellers target phonemic
awareness and proficiency, and combine sound-to-print phonics with lots of
reading and writing practice. This practically-oriented workshop will focus on
making this happen in clinic, at home and in classrooms, comparing a wide range
of strategies and resources, and discussing narratives most likely to help
achieve pedagogical change in schools.
successful completion of this workshop, participants will be able to:
- Describe the underlying causes of reading difficulties
- Identify key reading/spelling skill areas Speech Pathologists can assess, and compare and contrast relevant assessment tools, including screeners
- Compare and contrast a range of phonological awareness and phonemic proficiency activities and how these relate to phonics teaching (with or without letters?!).
- Compare and contrast a range of phonics teaching/intervention approaches and sequences, considering both phoneme-grapheme correspondences and syllable structure.
- Discuss how teaching about morphemes fits into and builds on a phonics teaching sequence.
- Discuss stand-alone spelling programs and compare these with teaching spelling and reading in an integrated and reciprocal way.
- Describe the processes of decoding and orthographic mapping, and how these relate to dual route and connectionist models of reading.
Describe the impact of phonological memory and rapid automatized naming problems, and how to address them.
Discuss how ideas from cognitive science such as cognitive load theory inform intervention.
Discuss ways speech pathologists can use persuasive language and tactics to achieve pedagogical change in schools.
Who should attend?
Registrants must be speech pathologists with some knowledge or experience working with school-aged children.
Speech Pathology students who have undertaken relevant lectures/coursework/clinical placements focussed on school-aged children and/or written language skills are welcome to attend.
If you have attended the 2017 workshop by Dr Tanya Serry (Speech pathology in the literacy domain: from prevention to intervention), please be advised there will be some similar content about underlying causes of reading difficulties, phonemic awareness and phonics approaches, building the mental lexicon, Response to Intervention, the Simple View of Reading, and the dual-route model.
If you have any questions about the workshop or venue, please contact Erin Masson, CPD Coordinator firstname.lastname@example.org
If you have any questions about the registration process please contact National Office email@example.com or 1300 368 835.