298 Portrush Road, Kensington —
Telephone: 08 8431 1655 — Fax: 08 8364 5751
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Sessions charged as follows:
Director, SPELD SA
Teacher, Jolly Phonics Trainer
Teacher, Literacy Co-ordinator
This session looks at the problems encountered by students with dyslexia and the ways in which they can be assisted at home.
This seminar provides information about different learning and behavioural disorders. There is a particular focus on dyslexia.
This session focusses on the following:
Looks at the types of difficulties students with specific learning difficulties experience in the classroom and explores a range of ways to differentiate writing tasks during the planning stage, in everyday lessons and for homework tasks. We also explore programs and assistive technologies that are available.
Looks at the types of difficulties students with specific learning difficulties experience in high school and explores a range of strategies and ways to differentiate writing tasks during the planning stage, in everyday lessons and for homework tasks. We explore assistive technologies that are available. This talk can be adapted to suit an R-12 school.
In this session we explore what phonemic awareness is and why it is so important for the development of reading and spelling. How can you teach students with phonological processing difficulties how to hear the sounds in words? A hands-on practical look at what we know about the sounds in words and programs that can help you teach phonological awareness in all year levels.
Looks at how, from an early age, such children can become independent writers using tools such as Audacity to plan and record ideas, simple mind mapping techniques, multisensory strategies to help them hear sounds in words and word prediction programs such as Word Q4 to expand their written vocabulary.
Examines alternative ways of grouping and teaching students to accommodate the special needs of students with specific learning difficulties as they move through primary school and then high school.
Some students need extra support in how to use phonics to read and spell. Take part in a hands-on practical session that will demonstrate a range of teaching strategies and techniques designed to develop automatic decoding and spelling skills. For teachers and SSOs.
How adults can best use available Assistive technology to help them with their specific needs whether they be educational, job related or personal. Where to source the technology and how to use it.
Working from simple voice recording to high-end voice input applications like Dragon Naturally Speaking. How to prepare all students to use voice recording from reception and gradually develop skills to use voice input when needed. How, as teachers, to decide who needs high-end technology and when to introduce it. How to get it to work for students, which students to train, tips and tricks that will save you time. Please note voice recognition technology is often recommended but not necessarily the answer for all students.
An overview of computer software to help students learn to read, from junior primary to secondary. How text to speech and learning to read can and should be used concurrently not in isolation.
An over view of the difficulties involved in the process of writing both an how computers can be used to help both for those suffering from dysgraphia and those who struggle with organisation of ideas and getting the ideas down.
The traditional response to those who cannot read and write has been to modify the length of the response required from them. Many of these students are in the average to above average ability levels; they just cannot read and write. To modify the task is a “put down”. In this day and age with so much IT available to us we can and should find other ways to help these students convey the full extent of their ideas and not be limited because they cannot read or write.
Students with Specific Learning Difficulties have a hard time remembering their ideas when writing. We will explore ways of developing independent writers using software programs such as PowerPoint and Audacity; and techniques including six box structures and mind mapping. We will also look at multisensory strategies to help people to hear sounds in words, and demonstrate the uses of assistive technologies.
Teaching a child (4-6 years old) to read and write: Parent Session
Explicit Teaching techniques for reading and spelling in the junior primary and primary years
Jolly Phonics Training
Listening to a child read (in Junior Primary and Primary years)
This session will show parents how they can help their children develop the foundation skills for reading and writing and demonstrate a range of activities that can be incorporated into a 5 minute-a-day holiday program/daily routine. For parents of 4, 5 and 6 year olds
Some students need extra support in how to use phonics to read and spell. Take part in a hands-on practical session that will demonstrate a range of teaching strategies and techniques designed to develop automatic decoding and spelling skills.
For details of each Jolly Phonic workshop go to: http://www.speld-sa.org.au/workshops/jolly-phonics-in-school-training-series.html
Reading is the foundation skill which underpins all areas of learning. As a parent you can help your child develop confidence and fluency by applying strategies which address issues such as poor blending skills, as well as guessing, omitting or mis-reading words. This hands-on workshop demonstrates why some reading texts are more suitable than others and how to structure short, efficient sessions which foster engagement and success.
Is your spelling teaching limited by the list mentality instilled in you as a student? Teaching of spelling is moving towards systematic teaching of conventions and generalisations enabling students to apply knowledge to an ever-increasing number of words. It should be an enquiring, thinking activity: an exercise in logic and problem solving where students take risks and have a go. Learning spellers should be active participants who are given opportunities to talk about what is happening in a word and why.
Blending is one of the essential components that determines how effective Jolly Phonics can be, yet it is frequently the part teachers struggle to implement effectively in the classroom. This session offers a step-by-step run-through of how to teach blending, working through the various stages, followed by demonstration and participation in a series of practical blending activities.
Sharona presents workshops on Thursday, Friday and weekends
This session covers how to use the School Start Buddy with a child or children to make sure they achieve foundational literacy skills. This workshop is designed to guide parents, tutors and anyone working one-on-one with a child.
Also available for Reception/Foundation teachers who would like to use the School Start Buddy in the classroom.
This is a series of lessons that use the School Start Spelling Case to teach a range of spelling rules. The lessons can be used to support any program used in schools. They are also be great for people studying to be a teacher who do not understand rules themselves.
SPELD SA would like to acknowledge the support of the Douglas Whiting Trust in the development of this website.
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AUSPELD is a member of the IDA Global Partners Program