Learning Difficulties Australia


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Professional Learning Events 2017

Why teachers of English spelling need to be experts in the sounds of speech.
Presented by Dr Bartek Rajkowski  - Sunday 22 October 2017
 

Have you ever told a student that a word is spelled a certain way because English is weird? Do you sometimes struggle to find an explanation for the spelling of a word?  In this workshop, Dr. Bartek Rajkowski outlined that written English has an undeserved reputation for being illogical! He explained why English words are spelled the way they are, and why teaching kids to read and spell requires us to be experts in understanding the relationship between English speech sounds and spelling. 

August 2017, Professor Maryanne Wolf returned to Australia with LDA in Sydney, Perth, and Adelaide
From the Lab to the Classroom: New Directions in Dyslexia Research 

LDA was again honoured to host Professor Maryanne Wolf, internationally acclaimed reading researcher, Director of the Center for Reading and Language and Associate Professor Child Development at Tufts University , who presented some of the most transformative studies in neuroscience-based research on dyslexia in the past two years, highlighting the translation of findings into insights for the classroom. 

The half day Sydney session was in conjunction with SPELD NSW.

The Perth Session also featured Dr Wolf was joined by: Dr Lorraine Hammond, President of LDA, Senior Lecturer and Researcher School of Education Edith Cowan Universityand Ray Boyd, Principal West Beechboro Primary School, and, Jared Bussell and Jordan O’Sullivan, Dawson Park Primary School 

What’s working in WA schools to prevent and support students at risk of literacy based learning difficulties 

The Adelaide Session, Supported by the SA Department for Education and Child Development and in conjunction with SPELD SA and Dyslexia SAalso featured: Dr Lorraine Hammond, President of LDA, Senior Lecturer and Researcher School of Education Edith Cowan University. 

How to change teachers’ practice to better support students at risk of literacy based learning difficulties

LDA & SPELD Vic presented:
Navigating VCE with a Specific Learning Difficulty (SLD) 

With Kristin Anthian, on 31 May 2017 at Swinburne University, Hawthorn, Vic
This PD provided an overview to assist students with SLD, including dyslexia on how best to manage their journey through VCE 

Dr Lorraine Hammond and Brooke Wardana - 16 May 2017 The Hills Grammar School, Sydney
Leaving Nothing to Chance: How Explicit Learning can prevent early literacy difficulties 

This practical seminar for Prep-Year 2 teachers, literacy co-ordinators and administrators, will present and demonstrate how Explicit Instruction gives struggling students an academic advantage by not making assumptions about which skills and knowledge children may acquire on their own, the planning of instructional sequences, the challenges for schools, and how to deliver Explicit Instruction in the areas of reading, writing, and spelling. 

Explicit Instruction gives struggling students an academic advantage when learning to read. This approach leaves nothing to chance and does not make assumptions about skills and knowledge that children will acquire on their own. In Australia, the National Inquiry into Teaching Literacy (2005) recommended the importance of systematic, direct and explicit phonics instruction so that children master the essential alphabetic code-breaking skills required for foundational reading proficiency. In Western Australia, Louden (2015) investigated high performing primary schools in socially disadvantaged suburbs and found that these schools taught synthetic phonics in the early years in an explicit, systematic and direct way. With many schools in Australia introducing an explicit approach to literacy, this practical seminar will outline the challenges for schools, what’s involved in planning instructional sequences and how to deliver Explicit Instruction in the areas of reading, writing and spelling in the early years.

 

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