Learning to read can be challenging, both cognitively and linguistically, and teaching students how to read effortlessly and with comprehension takes years of well-designed and carefully delivered instruction. The body of knowledge and skill sometimes referred to as ‘The Science of Reading’ can be thought of as the knowledge we have gained, through decades of multi-disciplinary research on:
- How children learn to read.
- Why some students have great difficulty.
- What the essential components of reading instruction are, and.
- Why these components are important.
In this one-day workshop, each of these areas will be explored, along with evidence-informed models of reading development and the research underpinning the development of reading accuracy, fluency, and comprehension. In addition, the implications this has for both whole class instruction and individual or small group intervention will be reviewed.
Presenter: Mandy Nayton
Mandy Nayton is the CEO of DSF Literacy and Clinical Services and President of AUSPELD. She is an educational and developmental psychologist and qualified teacher with extensive experience in the field of literacy education. Mandy is an ardent advocate for evidence-informed practice, supports schools with literacy planning and provides professional development in the areas of literacy acquisition and intervention, vocabulary development, working memory and cognitive load, learning difficulties and the assessment of learning disorders. Mandy is an Adjunct Research Fellow at Curtin University’s School of Allied Health, is a qualified LETRS trainer and has conducted research in collaboration with UWA, Curtin and Macquarie Universities.
DSF Literacy Services has a ‘no refund’ policy. The exception would be when a Professional Learning Course had to be cancelled by the Foundation. All other requests for cancellation will be invited to re-register for another session. Late cancellation (less than 48 business hrs) will necessitate the Foundation deducting an administration fee of $25.00 and transferring the balance to another Professional Learning Course.