More dates coming soon.
What would it do to your self-esteem if every time you picked up a book you felt overwhelmed by how difficult it was to read?
Approximately one student in 10 in our primary schools experiences some form of learning challenge within their educational setting, with three to five per cent having a specific learning disorder such as dyslexia.
These students require early identification and appropriate intervention using a systematic, explicit and cumulative approach to the instruction of reading and spelling, with high intensity and frequency. The Little Learners Love Literacy (LLLL) phonics program provides a comprehensive scope and sequence for the teaching of literacy in the early years. It can be equally effective in supporting students experiencing learning difficulties, with its systematic and carefully sequenced methodology.
This workshop will provide participants with theoretical and practical information on implementing the LLLL program with students experiencing learning difficulties.
The focus for this session includes:
- identifying why learning to read and spell is a challenging, complex process that requires explicit teaching, while highlighting the key components of explicit instruction
- discussing the identification of students with specific learning difficulties and the myths and misconceptions regarding dyslexia
- exploring the cognitive and processing profile of students with specific learning difficulties
- looking at best evidence practice in teaching students with learning difficulties to read and spell, drawing on current and past research within a response to intervention (rti) framework.
- identifying the core features of an effective synthetic phonics program for students with learning difficulties and the importance of using decodable books for student reading
- examining how LLLL can be implemented to meet the diverse needs of students experiencing learning difficulties, and
- assessing student progress with LLLL and other tools.
Presenter: Kristin Anthian has a master’s degree in special education, early intervention and inclusion, with more than 30 years’ experience working with students with learning difficulties and disabilities. She is currently a consultant and council member of Learning Difficulties Australia, provides private tuition to students experiencing learning differences and presents workshops at schools and conferences.
This seminar can be used to meet the requirements for VIT Australian Professional Standards for Teachers in working with students with disabilities, standards 1.5, 1.6 and 4.1