Year: 2020

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A Special ‘Talking Literacy’ Conversation

The first Talking Literacy webinar to be released in 2021 is a special one. AUSPELD President Mandy Nayton will be chatting with Kate Nation, Kathy Rastle and Anne Castles, who recently won the 2020 Economic and Social Research Council Celebrating Impact Prize in the category of ‘Outstanding International Impact,’ based on their highly regarded 2018 paper focused on bringing the science of reading to reading instruction in classrooms around the world.
This conversation with three of the world’s leading reading researchers will focus on why their paper “Ending the Reading Wars: Reading Acquisition from Novice to Expert” has had such a significant impact. It will also include an exploration of what Kate, Kathy and Anne are up to now, and what the implications of this are for future practice.
This webinar will be followed by Series Two of Talking Literacy which will feature conversations with nine international experts in the fields of literacy and language. We are currently confirming the schedule of interviewees and can’t wait to share this information with you! There are some very exciting speakers you will certainly want to hear from.
Those who have already registered for the previous series of Talking Literacy will automatically receive an email notification when the new series becomes available.
If you have yet to register for these exceptional free webinars, you can sign up here.
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Talking Literacy webinar series continues

The next three webinars feature Kate Nation, Paul Kirschner and Pamela Snow
The response to the first three Talking Literacy webinars has been incredible!
The next three webinars will feature Kate Nation (UK), Paul Kirschner (Netherlands) and Pamela Snow (Australia). The conversation with Kate Nation will be released this Tuesday, 13 October 2020.
Professor Kate Nation is an experimental psychologist and a recognised expert on language and literacy development in school age children. She is a Professor of Experimental Psychology and Fellow of St. John’s College of the University of Oxford, where she directs the ReadOxford project and the Language and Cognitive Development Research Group. In 2018, Kate co-authored the paper Ending the Reading Wars: Reading Acquisition from Novice to Expert.
Hear Kate discuss this important paper and much more in the next instalment of Talking Literacy!
If you have already registered for the Talking Literacy webinar series, you will receive an email with a link and the access code to watch the webinar when it goes live.
If you have yet to register for this incredible free webinar series, sign up now.
Follow AUSPELD on Facebook and Twitter for further updates on the Talking Literacy webinar series.
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2020 Review of the Disability Standards for Education

We recently sought the input of teachers, parents, and students with learning difficulties to help inform AUSPELD’s submission to the 2020 Review of the Disability Standards for Education. We received almost 1,000 completed surveys from families and educators across Australia!

We would like to take this opportunity to thank the many teachers, parents and students who took the time to respond to the survey and who spoke so honestly about their experiences and views. Hopefully, we have captured your thoughts and voices in our submission.

AUSPELD’s submission can be viewed here.Cover Page of AUSPELD's Submission to the 2020 Review of the Disability Standards for Education

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Talking Literacy – first three speakers announced!

We are pleased to announce the first three speakers in this webinar series…

Carl Hendrick, Louisa Moats and Daniel Ansari will be the first three Talking Literacy guests

The first conversation with Carl Hendrick will be released at 3:00pm AWST (5:00pm AEST) on Tuesday 22 September.

If you have colleagues or friends who would like to view the Talking Literacy series, please encourage them to register via:

https://auspeld.org.au/events/talking-literacy/

Registered participants will receive an email link and access code to watch each webinar when it goes live on the scheduled date. If you are not able to view the webinar on the day of its release, please feel free to view (or listen to) the webinars via the link at a time convenient to you.

                Carl Hendrick is the co-author of two books: What Does This Look Like in the Classroom: Bridging the Gap Between Research and Practice and How Learning Happens – Seminal Works in Educational Psychology and What They Mean in Practice. He holds a PhD in education from King’s College and lives in Berkshire, England where he teaches English at Wellington College.

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Have Your Say – Help Us Improve Support for Students with Learning Difficulties

In schools, the Disability Standards for Education (2005) help guide decisions regarding reasonable adjustments for students so they can access and participate in education without disadvantage.  The Standards are currently under review and AUSPELD are preparing a submission as part of the review process.

We are very interested in hearing about the experiences of parents, caregivers and teachers of children with learning difficulties, as well as students who have learning difficulties. To share your perspective, please complete the appropriate questionnaire linked below.

The survey can be completed anonymously and is open until Thursday 10 September, 2020.

Parent/Caregiver Survey:

https://form.jotform.com/dyslexiaSPELD/Parent_Carer_Questionnaire

Teacher/Educator Survey:

https://form.jotform.com/dyslexiaSPELD/Educator_Questionnaire

Student Survey:

https://form.jotform.com/dyslexiaSPELD/Student_Questionnaire

(All students under the age of 14 should seek their parent or caregiver’s permission to complete this questionnaire.)

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Primary Reading Pledge

Five From Five, AUSPELD and Learning Difficulties Australia have collaborated on an evidence-based framework for schools to dramatically reduce the number of children who finish primary school unable to read proficiently. It is vitally important that schools and teachers are provided with the support, training and resources they need to ensure that all students learn to read.
Primary Reading Pledge:
“To reduce to near zero the number of children who finish primary school unable to read by providing primary schools with the resources and training to provide effective assessment and intervention.”
Download the Primary Reading Pledge plan here: https://fivefromfive.com.au/primary-reading-pledge
Add your name to the list of people who support an evidence-based action plan to get all children reading by the end of primary school.
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Launch of the Literacy Hub website and Year 1 Phonics Check

AUSPELD strongly supports evidence informed practice in the teaching of literacy. In order to read well, children need to be taught to read words accurately and fluently, and they need the knowledge and vocabulary to understand what they read.

The Phonics Check is one component of a high-quality structured literacy program. The recent announcement by the Federal Government that stage one of the Year 1 Phonics Check is now available to schools and families across Australia has been welcomed by AUSPELD. It is a simple tool which checks student progress in the second half of Year 1. The results of the Phonics Check provide teachers with a useful overview of students’ individual reading skills and assists teachers to identify students who need additional support.

The Phonics Check is available now via a new online portal for teachers, school leaders and families called the Literacy Hub. The Hub includes information on how students learn to read, as well as resources for schools and families to support literacy development. Additional resources will be added over the coming months.

Go to literacyhub.edu.au to find out more.

 

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Talking Literacy Webinar Series

AUSPELD is excited to announce an upcoming new webinar series, featuring conversations with international experts as they share some of their acquired knowledge, key discoveries and thoughts for the future. The series focuses on the acquisition of language, literacy and numeracy and includes interviews with Louisa Moats, Mark Seidenberg, Kate Nation, Carl Hendrick, Paul Kirschner, Daniel Ansari, Pie Corbett, Emily Hanford and Pamela Snow.

These interviews (conducted by AUSPELD President Mandy Nayton) will be essential viewing for teachers, administrators, speech pathologists, psychologists and parents concerned with evidence-informed practice in the fields of literacy and learning. More information about how to register for – and contribute to – these free webinars will be shared soon. Be sure to follow AUSPELD on Facebook or Twitter for updates – https://www.facebook.com/AUSPELD/  https://twitter.com/auspeld

Registrations now open

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Additional Updates to SPELD Services

Over the past few months, state SPELD associations have responded to the COVID-19 context by adapting their service delivery models to include online clinical services, professional development, and tutoring. As restrictions start to ease in some parts of the country, some state SPELDs have begun to return to face to face service delivery while online and tele-health options continue to be available at all state SPELDs.

To find out more about the services available at each state SPELD, please click here.

For further information, contact your local state SPELD.

Click to enlarge

 

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Emily Hanford’s exploration of the science of reading

Journalist Emily Hanford (author of Hard Words: Why aren’t kids being taught to read) recently presented an online keynote presentation as part of the PaTTAN Literacy Symposium.

The presentation focuses on Emily’s exploration of the science of reading. She shares some important take-home messages about changing the way the message of effective evidence-informed instruction is delivered.

We are looking forward to hosting Emily soon as a guest on our upcoming webinar series featuring several exciting international speakers. More news coming soon!

In the meantime, please enjoy this webinar which is highly recommended for educators, parents, and anyone concerned about how children are taught to read.