Program 4th - 6th April 2019 Perth Convention and Exhibition Centre - Language, Literacy and Learning Conference

Program 4th - 6th April 2019 Perth Convention and Exhibition Centre - Language, Literacy and Learning Conference
4th – 6th April 2019
Perth Convention and Exhibition Centre

        Dyslexia - SPELD Foundation
Program 4th - 6th April 2019 Perth Convention and Exhibition Centre - Language, Literacy and Learning Conference
Earn CPD points
Teachers, psychologists, speech pathologists and other professionals attending the DSF Language,
Literacy and Learning Conference in 2019 will be able to earn CPD Points. The keynote addresses,
workshops, presentations and symposia will meet the requirements both for Teaching Standards and
Professional Learning Requirements of most regulatory bodies (including AHPRA).

This Conference relates to a number of focus areas within the Professional Standards for Teachers:

Standard 1       Know students and how they learn (1.1, 1.2, 1.4, 1.5 and 1.6).

Standard 2       Know the content and how to teach it (2.1, 2.2, 2.3, 2.5 and 2.6).

Standard 3	Plan for and implement effective teaching and learning (3.1, 3.2, 3.3, 3.4, 3.5 and 3.6).

Standard 4       Create and maintain supportive and safe learning environments (4.1 and 4.3).

Standard 5       Assess, provide feedback and report on student learning (5.1 and 5.2).

Standard 6       Engage in professional learning (6.2, 6.3 and 6.4).

Standard 7	Engage professionally with colleagues, parents/carers and the community (7.4).

The focus of our selected keynote and concurrent sessions has been identified as targeted towards
proficient and highly accomplished level of professional capability development.

More detailed information about the specific focus areas within each standard can be found on our
conference website ( The degree to which participants will meet these
standards is dependent on individual session selections and attendance.

   General information
   Consent to Use of Photographic          Lost and Found                            Endorsement Disclaimer
   and Video Images                        In the event that you find or lose        The Dyslexia-SPELD Foundation, in
   Registration and attendance or          an item during the conference,            partnership with AUSPELD and the
   participation at the 2019 Language,     please visit the DSF booth in             International Dyslexia Association,
   Literacy and Learning Conference        the exhibition area.                      is pleased to present a forum for
   and its affiliated events constitutes                                             sharing evidence-based information
   an agreement by the registrant for                                                with parents, educators, psychologists
                                           Session Handouts
   DSF and its affiliates to use and                                                 and other professionals. The
   distribute (both now and in the         Attendees are strongly encouraged         information, products and programs
   future) the registrant or attendee’s    to download and print handouts            presented at the 2019 Language,
   image and/or voice in photographs,      prior to arriving at the session.         Literacy and Learning Conference
   videotapes, electronic reproductions    Printed handouts will not be provided     do not necessarily reflect the
   and audiotapes of such events and       onsite. Handouts made available by        opinions or carry the endorsement
   activities.                             presenters prior to the conference will   of the Dyslexia-SPELD Foundation,
                                           be accessible for review, download        AUSPELD and IDA.
                                           and printing through the conference
   Conference Passes/Lanyards              app (for more information about the
   Conference passes and lanyards          conference app, see page 15).             Please Note
   must be worn and visible to security                                              Every attempt has been made to
   staff and conference personnel for                                                ensure complete and accurate
                                           Certificates of Attendance
   admission to all conference sessions                                              information. Given the volume of
   and to enter the exhibition area.       Certificates of Attendance will be        detailed information, omissions or
                                           provided to each attendee when they       errors are possible. Thank you for
                                           pick up their registration materials.     your understanding.
   Persons with Disabilities               A copy will also be emailed to all
   We make every effort to                 attendees after the conference and
   accommodate those with disabilities.    may enable participants to register
   Please indicate specific needs          their credit with the appropriate
   during the registration process.        regulatory bodies.
   A conference representative will
   follow up with you.
Program 4th - 6th April 2019 Perth Convention and Exhibition Centre - Language, Literacy and Learning Conference
About this Conference..................................................................................3

Welcome from the CEO...............................................................................4

About DSF Literacy Services....................................................................5

Our Sponsors and Supporters..................................................................6


Our Keynote Speakers..................................................................................8

Thursday Program.........................................................................................10

Thursday Sessions...........................................................................................11

Friday Program................................................................................................ 16

Friday Sessions................................................................................................ 17

Saturday Program......................................................................................... 22

Saturday Sessions......................................................................................... 23

Information about Perth........................................................................... 27

Speaker Directory.........................................................................................29

Conference Organisers
DSF Literacy and Clinical Services
10 Broome Street
South Perth WA 6151
Phone: +61 8 9217 2500
Email:                                                                                                              Dyslexia - SPELD Foundation                                                                                                                LITERACY & CLINICAL

                                                                                                                 Register online at
Program 4th - 6th April 2019 Perth Convention and Exhibition Centre - Language, Literacy and Learning Conference
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Program 4th - 6th April 2019 Perth Convention and Exhibition Centre - Language, Literacy and Learning Conference
About this Conference
In recognition that strong language, literacy and numeracy
skills are crucial to the success of all students in education,
DSF is bringing together experts in the fields of language
development, literacy and numeracy to further develop our
understanding of how to best support the future educational
development of all school-aged children.

Our agenda is to work closely with educators, allied health
professionals and families to leverage expertise for improved
outcomes and to promote evidence-based teaching and
supportive practices. Following on from the success of the
inaugural DSF Language, Literacy and Learning Conference
held in 2017, the 2019 conference will be an exciting event
designed to facilitate a greater level of understanding and
knowledge in the important areas of child development
and learning.

The Language, Literacy and Learning Conference will
provide a wealth of information on the factors influencing the
successful acquisition of skills in language, literacy and numeracy. It will be particularly
relevant to classroom teachers, school principals and administrators, school psychologists,
speech pathologists, occupational therapists, allied health professionals, tutors, parents and
other key stakeholders concerned with the effective education and support of all school-aged
children – including those with learning difficulties.

Key Messages
•   Identifying current key research evidence.
•   Transforming evidence into practical and achievable classroom strategies designed to
    improve literacy and numeracy outcomes for all students, including those that struggle.
•   Giving consideration to the whole child’s social, emotional and academic needs.
•   Reviewing what has been achieved and looking forward to what can be achieved in the future.

    Conference Venue
    Perth Convention and Exhibition Centre                                   Perth Convention Centre
    The 2019 Language, Literacy and Learning Conference
                                                                             21 Mounts Bay Road
    will be held at the Perth Convention and Exhibition Centre
                                                                             Perth WA 6000
    located at 21 Mounts Bay Road. The venue is located next to
                                                                             T +61 8 9338 0300
    Elizabeth Quay.
    Situated on the banks of the Swan River, the Perth
    Convention and Exhibition Centre is a short walk from
    the city centre and a 20 minute drive from the airport
    (depending on traffic).

    For more information about Perth, see page 27.

                                                                  Register online at   3
Program 4th - 6th April 2019 Perth Convention and Exhibition Centre - Language, Literacy and Learning Conference
Welcome from the CEO
    It is with great pleasure that I introduce the program for              Over the three days there will be six exceptional keynote
    the 2019 Language, Literacy and Learning Conference,                    presenters, four thought-provoking symposia and
    an event that promises three days of exceptional                        almost sixty incredibly interesting concurrent sessions,
    learning opportunities, exposure to current research and                workshops and resource presentations.
    a chance to connect with educators and practitioners                    In addition, there will be opportunities to catch up
    from around the world. The success of the inaugural                     with colleagues and visit the exhibition area to review
    conference in 2017 has contributed to the enthusiasm                    the most up-to-date resources, training opportunities,
    of teachers, principals, allied professionals and                       programs, assessment tools and assistive technology.
    academics (both here and overseas) to attend the                        We have chosen our exhibitors carefully and ensured
    upcoming conference. To date, the response to the                       that the resources available for review are of a very
    conference has been overwhelmingly positive. We could                   high quality.
    not have hoped to attract a more impressive range of
    keynote speakers, session presenters, researchers and                   I look forward to catching up with as many of the
    resource developers, all of whom will be contributing                   delegates and presenters as possible over the course
    to this rich and varied program. The challenge facing                   of the conference and would encourage you to both
    attending delegates will, yet again, be choosing which                  register for the conference (if you haven’t already done
    sessions to attend.                                                     so) and book your tickets to the conference sundowner
                                                                            as soon as possible. Our sundowner this year will be
    The conference themes include: reading and spelling                     held at the Art Gallery of Western Australia and, in
    acquisition; language development; improving written                    addition to being provided with delicious refreshments,
    expression; learning disorders; mathematics acquisition;                attendees will be provided with access to a unique and
    inclusive education; assistive technology; self-esteem                  stunningly beautiful art exhibition from the Kimberley
    and resiliency; and, supporting families. We have worked                region - Desert River Sea: Kimberley Art Then and
    hard to ensure that selected presenters are offering                    Now. The conference proceedings will almost certainly
    sessions and workshops that focus on these themes                       exceed expectations, and the food, wine, company, and
    but have also ensured that the foundations upon which                   of course, the exquisite art at the sundowner will be
    their presentations have been developed are evidence-                   spectacular.
    informed. Wherever possible, presentations that offer
    insight into the application of research in practice have               Thank you,
    been chosen - with the knowledge that well-conducted                    Mandy Nayton OAM
    research can provide classroom teachers with strategies                 CEO of DSF Literacy & Clinical Services
    that actually make a difference.                                        President of AUSPELD
                                                                            Member of The IDA Global Partners’ Committee

        the diversity of
        Indigenous culture
        in the Kimberley
        Conference Sundowner
        VENUE Art Gallery of Western Australia, Perth Cultural Centre,
        Roe Street, Perth
        DATE 4 April TIME 6-9pm COST $85
        Following Day 1 of the conference, delegates are invited to a special event at the
        Art Gallery of Western Australia. From 6:00pm to 9:00pm on Thursday 4 April,
        delegates, speakers and invited guests will be treated to an evening of delicious
        canapes, superb local wines and beers, and a special closed viewing of the
        exhibition Desert River Sea. This exhibition celebrates the art of the Kimberley
        region of WA, as well as its diverse cultures, the breathtaking landscapes and
        narratives which tell of its creation, and the people who call this country home.
                                                                                                                  Dyslexia - SPELD Foundation
                                                                                                                  LITERACY & CLINICAL
        To book your place at this exclusive event, visit                                     SERVICES

Program 4th - 6th April 2019 Perth Convention and Exhibition Centre - Language, Literacy and Learning Conference
About DSF Literacy Services                                                     Dyslexia - SPELD Foundation
                                                                                LITERACY & CLINICAL

The Dyslexia-SPELD Foundation (DSF) is a not-for-profit registered charity.
Our Mission is to: ‘provide best-practice services and effective advocacy for those with learning
challenges, in order to support and enhance their achievement and contribution to society’

DSF provides a range of targeted services in Western Australia and in all other Australian states and
territories in collaboration with other state SPELDs. Delivery of high quality professional development
is a key service that DSF provides within the Western Australian community and around the nation.

DSF regularly works with research teams from Curtin University, the University of Western Australia,
Murdoch University and Macquarie University, and is currently collaborating on a number of exciting
research projects. Regular seminars, workshops and presentations are run both onsite at our
South Perth centre, and off-site at schools, universities, and other community settings. In order to
present the most up-to-date research in areas of learning and learning difficulties, DSF frequently
invites international speakers who are at the top of their field to present to educators, allied health
professionals and parents.

The organisation offers valuable support to students with learning difficulties and provides
guidance to school principals and teachers on the components of high quality literacy and numeracy
instruction for all students. DSF has recently produced revised editions of two exceptionally popular,
evidence-based ‘Understanding Learning Difficulties’ guides – one for teachers and one for parents
(see In addition, DSF has developed a range of resources and teaching materials
in nine different Aboriginal languages for important early literacy support in key regional and
remote areas.

Learn more about DSF by visiting

About Auspeld
The Australian Federation of SPELD (Specific Educational Learning Difficulties) Associations represents
all state and territory SPELD Associations and has a combined membership of over 10,000 schools,
parents, teachers and allied health professionals.

AUSPELD shares information with educators and families about evidence-based approaches to
literacy and learning through a range of resources provided through its online bookstore and website.
AUSPELD also represents and supports children and adults with learning difficulties in Australia. Each
state-based organisation provides a range of targeted services and resources – specifically designed to
ensure that all students can acquire appropriate skills and experience academic success.

AUSPELD is a proud global partner of IDA.

Learn more about AUSPELD and each of the state-based SPELDs by visiting

About IDA
The International Dyslexia Association (IDA) is an international organisation dedicated to the complex
issues of literacy, learning and dyslexia. IDA membership is comprised of educational, medical and allied
health professionals, as well as individuals with dyslexia and their families. The Association advocates
for the rights of people with dyslexia to achieve their potential by strengthening learning abilities, and
challenging social, educational and cultural barriers to language and literacy acquisition.

The IDA actively promotes effective teaching approaches and related clinical educational intervention
strategies for dyslexics. The association supports and encourages interdisciplinary research and is
committed to the responsible and wide dissemination of research-based knowledge.

Learn more about IDA by visiting

                                                                 Register online at   5
Program 4th - 6th April 2019 Perth Convention and Exhibition Centre - Language, Literacy and Learning Conference
Our Sponsors and Supporters
                 Platinum Sponsor
                 Scanning Pens
                 As a leading Assistive Technology supplier for over 15 years, Scanning Pens combine
                 their expert knowledge with years of experience in the dyslexia field to develop
                 solutions for individuals, educational institutions and commercial organisations
                 helping people with reading difficulties such as dyslexia. Scanning Pens provide
                 reading aids for those with Special Educational Needs / SLD as well as those
                 wishing to improve their literacy. Scanning Pens offer all Schools & TAFEs FREE 30
                 day trials of these pens so you can see the benefits yourselves.

                 Gold Sponsor
                 Psychological Assessments Australia
                 PAA Education is the new education division of Psychological Assessments
                 Australia (PAA). PAA Education provides schools with high quality assessment
                 and intervention resources. PAA managed the Australian standardisation of the
                 YARC, which is now Australia’s most popular individual reading assessment. PAA
                 have leading assessments for cognitive abilities; reading and spelling and student
                 engagement. Their interventions harness the power of the internet to bring evidence
                 based, best practice programs to your students.

                 Silver Sponsor
                 Little Learners Love Literacy
                 Little Learners Love Literacy® believes that all children can learn to read and spell
                 with confidence with explicit and sequential teaching. The wide range of beautiful
                 resources provide the tools to teach, apply and practise essential literacy skills to
                 build the underpinning framework in Foundation and Year 1.
                 Decodable Readers Australia
                 Decodable Readers Australia provides children with the ‘right fit’ book to teach
                 reading systematically. Their beginner readers engage learners through delightful
                 Australian characters and real stories.

                 Satchel Sponsor
                 Phonic Books
                 Phonic Books Ltd specialises in publishing decodable books for beginner and
                 catch-up readers. The range of over 298 titles caters for students in the early years
                 through to age 14+ reluctant readers in secondary school.

                 Keynote Speaker Sponsor
                 Roslyn Neilson, Language, Speech and Literacy Services
                 Roslyn Neilson develops and publishes assessment and support material for literacy
                 development, with a focus on phonological awareness.

                 Lanyard and Name Tag Sponsor
                 Sounds~Write is a quality first phonics program. It is an exciting and highly
                 successful approach to the teaching of reading, spelling and writing.


Program 4th - 6th April 2019 Perth Convention and Exhibition Centre - Language, Literacy and Learning Conference
Premier assessment products for educators including:
Materials, programs and powerful online tools.
Terri Cornish, Educational Consultant
                                                                                     | 0414 553 675


                                        Dyslexia - SPELD Foundation
                                        LITERACY & CLINICAL

                                                                      Register online at   7
Our Keynote Speakers
          Professor Stanislas Dehaene                                      Thursday 4th April
                                                                           9:00am – 10:30am
          Collège de France

          Professor Stanislas Dehaene is one of the world’s most influential researchers in the field
          of reading and the brain, and has won numerous awards for his contributions to the fields
          of neuroscience and learning. He is a cognitive neuroscientist and author whose research
          investigates the neural bases of human cognitive functions such as reading, calculation and
          language, with a particular focus on the differences between conscious and nonconscious
          processing. He holds the Chair of Experimental Cognitive Psychology at the Collège de
          France, Paris, and directs the INSERM-CEA Cognitive Neuroimaging Unit and the NeuroSpin
          Institute in Saclay, south of Paris - France’s advanced neuroimaging research centre.
          Prof. Dehaene is Corresponding Fellow of the British Academy; Member of the American
          Philosophical Society; Honorary Professor at East China Normal University (Shanghai), and
          Foreign Associate of the National Academy of Sciences USA, to name just a few. In April
          2016 he received the prestigious ERC advanced grant. His books include The Number Sense,
          Reading in the Brain, and Consciousness and the Brain.

          Professor Simon Fisher                                           Thursday 4th April
                                                                           1:30pm – 3:00pm
          Max Planck Institute for Psycholinguistics;
          Donders Institute for Brain, Cognition and
          Behaviour, the Netherlands

          Simon E. Fisher is a British geneticist and neuroscientist. He is the director of the Max
          Planck Institute for Psycholinguistics and Professor of Language and Genetics at the
          Donders Institute for Brain, Cognition and Behaviour, in Nijmegen, the Netherlands. He
          obtained a Natural Sciences degree at Cambridge University, UK, followed by a doctorate
          in human genetics at Oxford University, UK. For postdoctoral research he joined Prof.
          Anthony Monaco’s group at the Wellcome Trust Centre for Human Genetics (WTCHG) in
          Oxford, where he worked on genetic analyses of human neurodevelopmental disorders, and
          isolated the first case of a gene implicated in speech and language deficits. In 2010 he was
          appointed director of the Nijmegen MPI, heading a new department, the first in the world
          to be devoted to understanding the functional links between genetics and language. He is
          the author of 12 book chapters, and >149 journal articles. Awards include the Francis Crick
          Medal and Lecture (2008) and the Eric Kandel Young Neuroscientists Prize (2009).

          Professor Daniel Ansari                                          Friday 5th April
                                                                           9:00am – 10:30am
          The University of Western Ontario

          Daniel Ansari is a Professor in the Department of Psychology and the Brain & Mind Institute
          at the University of Ontario, Canada, where he heads the Numerical Cognition Laboratory.
          Ansari’s research explores the developmental trajectory underlying both the typical and
          atypical development of numerical and mathematical skills. He has a keen interest in
          exploring the connection between cognitive psychology, neuroscience and education and
          has examined the implications of the evidence available on assessment and intervention.
          He works to make research accessible to teachers and to ensure that research findings are
          translated to successful classroom practices. Dr Ansari received his bachelor’s degree in
          Psychology from the University of Sussex at Brighton, an MSc in Neuroscience from the
          University of Oxford and his PhD from University College London. He has also received
          several prestigious awards including the ‘Early Career Contributions’ Award from the Society
          for Research in Child Development (2009), the Boyd McCandless Early Researcher Award
          from the American Psychological Association (2011). In 2014, Dr. Ansari was named as a
          member of the inaugural cohort of the College of New Scholars, Artists and Scientists of the
          Royal Society of Canada.
Assistant Professor Yana Weinstein                               Friday 5th April
                                                                 1:30pm – 3:00pm
University of Massachusetts

Yana Weinstein is an Assistant Professor at University of Massachusetts, Lowell.
She received her PhD in Psychology from University College London and had
four years of postdoctoral training at Washington University in St. Louis. The broad
goal of her research is to help students make the most of their academic experience.
Yana’s research interests lie in improving the accuracy of memory performance and
the judgements students make about their cognitive functions. Yana tries to pose
questions that have direct applied relevance, such as: How can we help students
choose optimal study and rehearsal strategies? Why are test scores sometimes so
surprising to students? And how does retrieval practice help students learn? Yana
is co-founder of The Learning Scientists, a popular website offering free resources
and articles on teaching and learning to classroom teachers, and is Associate Editor
of the British Journal of Educational Psychology.

Professor Kathy Rastle                                           Saturday 6th April
                                                                 9:00am – 10:30am
Royal Holloway University of London

Kathy Rastle is Professor and Head of the Department of Psychology at Royal Holloway,
University of London. She obtained a BA from Pomona College, California and her PhD
from Macquarie University, Sydney, Australia. Kathy is a cognitive psychologist specialising
in reading acquisition, skilled reading, English orthography and morphology and their
relationships with spoken language. She has a particular interest in understanding how
properties of human learning impact on the acquisition of reading skill, and within the
broad area of human cognition, understanding fundamental aspects of the normal
language system and how they become impaired as the result of brain damage or abnormal
development. Kathy is on the Research Committee of the Economic and Social Research
Council and is also the incoming Editor in Chief for the Journal of Memory and Language.

Mr Tom Bennett                                                   Saturday 6th April
researchED                                                       1:30pm – 3:00pm

Tom Bennett is the founder of researchED, a grassroots organisation that raises
research literacy in education. He has a keen interest in exploring the connection
between cognitive psychology, neuroscience and education. Since 2013 researchED
has visited three continents and six countries, attracting thousands of followers. In
2015 he became the UK government’s school ‘Behaviour Czar’, advising on behaviour
policy. He has written four books about teacher training, and in 2015 he was long listed
as one of the world’s top teachers in the GEMS Global Teacher Prize. In the same year
he made the Huffington Post’s ‘Top Ten Global Bloggers’ list. His online resources have
been viewed over 1,200,000 times. Tom Bennett has been teaching in the East End
of London for thirteen years. In 2009 he was made a Teacher Fellow of Corpus Christi
College, Cambridge University. From 2008-2016 he wrote a weekly column for the
TES and TES online.

                                            Register online at    9
Thursday Program
                                                                                                                           Keynote              Workshops

                                                                                                                           Sessions             Resource
     Thursday 4 April 2019

     07:30                                                              Registration (Main Foyer)

     08:45                                     Welcome to Country and official Conference opening (Riverside Theatre)

                                                              T-1: Keynote – Professor Stanislas Dehaene
                                          Reflecting on the ways in which literacy transforms the brain (Riverside Theatre)

     10:30                                                           Morning tea and trade exhibition

                  T-2               T-3                T-4                  T-5                 T-6               T-7              T-8                  T-9
              Symposium         Workshop            Workshop             Workshop            Dyscalculia:          A         Phonemic                  Using
               The Pilbara      Unpacking          The Survival        Understanding           Defining      neuroscience   awareness               technology
              Response to       high quality         List: How         and improving        features and      model for   through play in           to advance
              Intervention        phonics             to input         oral inferential        effective       assessing  the early years            education
                Project -       instruction         structured,      comprehension in         strategies     and teaching
               Improving                           memorable           young school-                        ADHD children
                practice,                           words and          aged children:
             changing lives                        patterns to         A small group
                                                    long-term         intervention for
                                                   memory for          the classroom
                                                      fluency            and clinic

                                                                                                T-10             T-11             T-12                 T-13
                                                                                             Cost-free         Beyond             The              Professionals
                                                                                              solutions       Phonics –      construction         dual qualified
                                                                                            for inclusive      Building     and evaluation          as teachers
                                                                                             education      quality readers of an English          and speech-
                                                                                                             and writers      Exam Skills            language
                                                                                                              novice to         test for           pathologists
                                                                                                                skilled     primary school           regarding
                                                                                                                            students with         language and
                                                                                                                               dyslexia              literacy in
                                                                                                                                                   with learning
                                                                                                                                                 disorders in the

     12:40                                                              Lunch and trade exhibition

                                                                  T-14: Keynote – Professor Simon Fisher
                                           What genes can tell us about developmental speech and language problems

     15:00                                                                        Transition

                 T-15              T-16                T-17                T-18                 T-19             T-20             T-21                 T-22
              The human        The imagery       Early life course    Dynamic daily            Planning           Maths         Improving            Resource
             infant brain:        language       of ADHD: What        writing routines    differentiation for acquisition - A     reading         Presentation
                A neural        connection          we need to         - Beyond the         diverse-ability visual approach outcomes for          Little Learners
             architecture        - Teaching        know to give        journal entry        classrooms to      to mastery:      secondary         Love Literacy
             able to learn       all children    the best start to                        include students From concrete students: It’s all
               language         to read and         every child                             of all abilities, to pictorial to in the delivery
                               comprehend                                                  including those       abstract           ----
                                                                                             with learning                       Assistive
                                                                                              difficulties                    Technologies –
                                                                                                                              How they can
                                                                                                                              be used in the

     16:00                                      Trade exhibition and Stanislas Dehaene book signing (Exhibition Area)

     18:00                                                   Sundowner reception (Art Gallery of WA)
                          Tickets are limited and can be purchased through the conference website or at the conference registration desk
Thursday Sessions
09:00 - 10:30 Keynote

                               Reflecting on the ways in which literacy transforms the brain
                               Professor Stanislas Dehaene

                        The acquisition of literacy is accompanied by a major reorganisation of cortical circuits
                        in order to ‘recycle’ them for the efficient processing of written words. In this keynote
                        presentation, Professor Dehaene will describe the results of a recent longitudinal study in
                        which functional MRI data was collected every two months before, during and after the
                        acquisition of reading in individual children. The results shed light on the hurdles faced by
                        all emerging readers.

11:00 - 12:40 Symposium

         The Pilbara Literacy Response to Intervention Project – Improving practice, changing lives
         Chelsea Miles, Narelle Ward, Séana McCourt, Alicia Calder, Kim Terace and Mandy Nayton

  Ensuring that some of the most isolated and transient students in Australia have access to high quality education has
  been at the forefront of the Pilbara Literacy and Response to Intervention Project. The goal of achieving significant
  and sustained improvement in literacy outcomes for all students has inspired leadership teams and classroom teachers
  to work collaboratively across this incredibly remote region. The results achieved to date are impressive and there is a
  strong commitment from all stakeholders to see the program continue and expand. In this symposium, we will share and
  discuss the planning, implementation and current data related to this unique and exciting project.

11:00 - 12:40 Workshops                     T-4                                       T-5
                                            The Survival List: How to input           Understanding and improving
 T-3                                        structured, memorable words               oral inferential comprehension
 Unpacking high quality                     and patterns to long-term                 in young school-aged
 phonics instruction: What                  memory for fluency                        children: A small group
 does a best practice lesson                Lyn Stone                                 intervention for the classroom
 look like?                                                                           and clinic
                                           Fluent reading and writing is possible
 Carol Tolman                                                                         Emily Dawes, Suze Leitao and
                                           for the majority of students…if it is      Mary Claessen
Seeing a beginning reader ‘unlock the      systematically taught. Lyn Stone
code’ and transition to independent        presents fluency strategies based on      Many young children with poor oral
reading is incredibly exciting. Phonics    lists of words students need to learn     language skills, including children
instruction, although not a complete       as a priority (but not as random, rote-   with developmental language
reading program, is the key to             learned “sight words”). It’s called the   disorder (DLD), demonstrate poor
accurate and fluent reading. In this       Survival List and it constitutes some     oral inferential comprehension skills.
interactive workshop, Dr. Tolman           tricky but common words and words         Poor oral inferential comprehension
will demonstrate a complete step-          containing patterns that her clinical     adversely impacts communication
by-step phonics lesson, with links to      population generally find difficult to    and reading comprehension. This
reading comprehension, spelling and        recall and use.                           workshop will include an overview of
vocabulary. Participants will learn what                                             theories of discourse comprehension
                                           Suitable for teachers of reading and
to teach, for how long, and for what                                                 and workshop how to use a freely
                                           spelling, speech-language therapists,
purpose.                                                                             available small group intervention
                                           literacy tutors and parents.
                                                                                     program that can be implemented
                                                                                     in the classroom or clinic with
                                                                                     young school-aged children. The
                                                                                     intervention program was evaluated in
                                                                                     a randomised controlled trial with 5 to
                                                                                     6 year old children with DLD.

                                                                        Register online at        11
11:00 - 11:45 Sessions                      T-7                                      T-8
                                                 A neuroscience model for                 Phonemic awareness through
      T-6                                        assessing and teaching ADHD              play in the early years
                                                 children                                 Kerri Wilson and Corinne Bohan
      Dyscalculia: Defining features
      and effective strategies                   Derek Cohen
                                                                                         We know the importance literacy
      Kelly Fullarton                           ADHD is diagnosed by levels of           plays in the wellbeing of our children;
                                                inattention and hyperactivity, yet       it gives them the confidence to
                                                the central blocks to effective          participate in their learning as well as
     Dyscalculia (a Specific Learning
                                                learning lie with disorganisation        skills to effectively communicate their
     Disorder with impairment
                                                and poor emotional self-regulation.      ideas. We also know that phonemic
     mathematics) is characterised by
                                                Neuroscience offers a window into        awareness is a crucial step on the
     an innate difficulty in learning or
                                                the learning style, the common and       path to literacy. It is one of the best
     comprehending mathematics. This
                                                frequent learning difficulties, and      predictors of how well children will
     includes difficulties in understanding
                                                the motivational drivers of ADHD         learn to read.
     numbers, learning how to manipulate
     numbers, and learning basic maths          children. We learn that there are        This presentation focuses on exciting
     facts. These difficulties are unexpected   different types of working memory,       ways we can weave the development
     in relation to a child’s age, level of     and their relevance in teaching and      of phonemic awareness into our
     schooling and other abilities. This        therapy. We need to identify these       everyday interactions. We model new
     session focuses on the defining            factors in formal assessments and in     and exciting early literacy strategies
     features of dyscalculia. The functional    classroom observations. Importantly,     and games that examine the
     impact of dyscalculia, as well as          we need a practical model to aid         importance of phonemic awareness
     effective strategies for use both in       teachers, parents and clinicians when    and oral language.
     and out of the classroom, will also        working with ADHD children in the
     be discussed.                              classroom and at home.

                                                                    Little Learners Love Literacy® is a sequential
                                                                    and explicit literacy program. Our secret
                                                                    ingredient- books children LOVE to read
                                                                    with words they CAN read.

                                                                     Coming 2019
                                                                     New Series
                                                                     A brand new series of decodable books, featuring
                                                                     new characters and new stories

                                                                     Updated LL Assessment of Reading and Spelling

                                                                     More workshops in more states

                                                                     Teaching Materials
                                                                     More engaging resources to ensure ALL children
                                                                     learn to read, write and spell with confidence


                                                Have you booked
                                                                                             See page 4
                                                 your tickets for
                                                                                            for details on
                                                 the Conference
                                                                                           how to register.
T-9                                        T-11                                      T-13
 Using technology to advance                Beyond phonics – Building                 i) The views and experiences
 education                                  quality readers and writers               of professionals who are dual
 Geetha Shantha Ram                         novice – skilled                          qualified as teachers and
Special education has made great            Sarah Asome and Steven Capp               speech-language pathologists
strides with a deliberate effort                                                      regarding language and literacy
                                           Bentleigh West Primary school in
to increase the access to and                                                         in school-aged children
                                           Victoria has implemented evidence
use of technology. Supported by                                                       Pamela Snow, Emina McLean and
                                           informed practice to initial reading
international research, there is now                                                  Tanya Serry (20 mins)
                                           instruction and intervention strategies
a deliberate shift from a basic use        beyond phonics. This presentation         Initial Teacher Education (ITE) is the
to a high quality and purposeful           discusses how the school focuses on       logical place to look for reform of
implementation of technology by            the writing system in the junior grades   preparation of pre-service teachers
redefining several factors such as         to ensure full mastery of the code to     regarding early reading instruction.
the educational context, teaching,         rich literature experience, building      Unfortunately, however, there is a
assessment of learning and the             of vocabulary and background              significant knowledge translation
teacher. This talk will define             knowledge to ensure literacy growth       crisis in many Western, industrialised
educational technology, raise              beyond the junior years. Theory to        nations that prevents this. The nature
the common concerns shared by              practice examples will be given with      of this resistance to non-education
educators and parents on technology        videos of teachers in action along with   based research will be outlined and
use, and highlight the reported            formative and summative assessment        implications for practising teachers
advantages together with exciting          and data to demonstrate the growth        and school systems will be identified.
new technologies for teachers              in the school.
and parents to try before finally,
                                                                                      ii) Supporting students
offering a framework for school-wide        T-12
                                                                                      with learning disorders in
                                            The construction and                      the classroom: Teachers’
                                            evaluation of an English Exam             perceptions on what makes
11:55-12:40 Sessions                        Skills test for primary school            an effective speech-language
                                            students with dyslexia                    pathology report
                                            Edmen Leong                               Sharon Klieve (20 mins)
 Cost-free solutions for
                                           An English program was designed           This study investigated the
 Inclusive Education
                                           with the goal of helping primary          perceptions of special education
 Christine Arnold
                                           school students with dyslexia develop     teachers regarding the usefulness of
If there’s one thing all educators         their English language abilities and      speech language pathology (SLP)
have in common, it’s the worry that        achieve in their school examinations.     reports in relation to classroom
we’re not doing enough for students        The program was proven effective          support of students with learning
with diverse learning needs in our         through studies conducted and             difficulties. Indirect methods
classrooms. The cost and availability      suggested that the Orton Gillingham       implemented by SLPs can enhance
of support can often be a barrier          approach could be effectively used to     teachers’ classroom language and
to the achievement of inclusive            deliver an English Language program.      literacy instruction. The successful
education goals. This session will         It is important that an additional step   blending of SLPs’ expertise of
explore a range of cost-free tools,        of ensuring that testing procedures       language with teachers’ expertise
resources and solutions to support         used to evaluate the program is           of curriculum has been shown
our work with neuro-diverse students.      optimally reliable and valid. Test        to enhance the provision of oral
These solutions will include tech tools,   analysis procedures were therefore        and written language instruction.
making best use of collaborative           conducted to evaluate and refine the      The research sought suggestions
partnerships and internal tools we         designed English program test and         regarding existing processes, potential
all possess within ourselves, such as      determine the effectiveness of the        improvements and the teachers’ views
expression, voice and mindset. The         English program.                          on the aspects of SLP reports that
session will allow time for discussion                                               were most beneficial to planning and
and collaborative exploration.                                                       support of students with learning
                                                                                     difficulties in mainstream classrooms.

                                            See you                                                         2021

                                            in 2021!
        Dyslexia - SPELD Foundation

                                                                        Register online at        13
13:30 - 15:00 Keynote
                                    What genes can tell us about developmental speech and language problems
                            T-14    Simon Fisher

                             A significant proportion of children have unexpected difficulties in mastering speech,
                             language and/or reading skills, despite adequate intelligence and opportunity. It has been
                             suspected for many years that genetic factors make a substantial contribution to such
                             disorders. With advances in DNA methods, researchers are now able to identify some
                             of the key genes that are involved, to study how they work, and to ask what happens in
                             the brain when they go awry. This presentation will introduce this exciting field, giving
                             an overview of the latest findings and considering their impact on our understanding of
                             developmental language disorders.

     15:10 - 16:00 Sessions
                                               resulting in lasting effects on word      as fitness of any kind is best achieved
                                               reading, comprehension, and specific      by manageably-sized and frequent
      The human infant brain: A                areas of brain function in students       sessions of activity.
      neural architecture able to              with dyslexia or autism spectrum
      learn language                           disorder.
      Ghislaine Dehaene-Lambertz                                                          Planning differentiation for
                                                                                          diverse-ability classrooms
     Although different human languages         Early life course of ADHD:                to include students of all
     use different sounds, words and
                                                What we need to know to give              abilities, including those with
     syntax, most children acquire their
                                                the best start to every child             learning difficulties
     native language without difficulties
                                                Desiree Silva and Michele Toner           Kylie Bice
     following the same developmental
     path. Thanks to the development of        ADHD causes serious and ongoing           The reality for the majority of teachers
     brain imaging, we can now study the       challenges at school. Students            is a classroom of diverse-ability
     early functional brain organisation and   struggle to pay attention, which          students, all with different needs,
     examine on which cerebral resources       affects their ability to learn. In        skills and interests, including students
     (i.e. the computational properties        addition, most have at least one          with learning difficulties and those
     made available by the activated neural    co-existing condition, such as anxiety,   who may be twice-exceptional.
     networks) infants rely to learn their     depression, a learning difficulty or a    This workshop will examine the
     native language. Ghislaine will discuss   behavioural disorder. Unless teachers     key elements of planning effective
     how results obtained during the first     are well informed, they may not be        differentiation to ensure all students
     months of life with functional magnetic   aware of their students’ struggles.       are challenged, supported and have
     resonance imaging (fMRI) and event-       Parents can be a great resource for       access to personalised strategies,
     related potentials (ERPs) might shed      teachers. However, they sometimes         accommodations and technology.
     light on the emergence of language in     find it hard to establish effective       This is particularly relevant for schools
     the human species.                        lines of communication. This talk         and teachers grappling with concerns
                                               will provide ADHD facts to counter
      T-16                                                                               about how to support students with
                                               popular myths and practical strategies    learning difficulties while at the same
      The imagery-language                     for parents and teachers to work          time ensuring they are included and
      connection: Teaching                     as partners.                              have access to appropriate learning
      all children to read and                                                           with their peers.
      Andy Russell                                 Dynamic daily writing routines         T-20
                                                   - Beyond the journal entry             Maths acquisition - A visual
     This session explores the nature              Claire Oldham
     and role of imagery in reading
                                                                                          approach to mastery: From
     and comprehension for struggling          Good writing is first and foremost         concrete to pictorial
     readers, including those with             a language skill. In a crowded             to abstract
     learning disabilities. Many children      curriculum, many children’s language-      Michael McKinnon and David
     experience weakness in creating           based reasoning and expressive skills      Morkunas
     imagery which causes weakness in          are not getting the workout required
                                                                                         Maths anxiety and dyscalculia are
     literacy skills. New research suggests    to generate ‘ideas’ for writing, and
                                                                                         both a major hindrance in students’
     that the dual-coding of imagery           this manifests as a much-reported
                                                                                         attempts to master both basic and
     and language is a critical factor in      difficulty in motivating students to
                                                                                         advanced mathematical concepts.
     language comprehension and word           write at all. Low-stakes writing is a
                                                                                         In this presentation, we will outline
     reading. Imagery-based instruction is     powerful catalyst for the development
                                                                                         the approaches that we have seen
     especially successful for individuals     of the thinking required to nurture
                                                                                         succeed in our school and provide
     diagnosed with dyslexia and other         willing and able writers. A daily,
                                                                                         practical examples for participants.
     learning disabilities. Neurological and   low-stakes writing program provides
                                                                                         This session aims to flip the script
     behavioural research further validates    an opportunity to cultivate this
                                                                                         on the acceptance of low level
     the imagery-language connection           expressive condition and flow – just

mathematical attainment, to change        improvement in students’ reading
attitudes from “I wasn’t good at          performance supporting the efficacy
maths either” to a realisation that all   of the Reading Mastery to improve the       Resource presentation: Little
can succeed with a measured and           reading outcomes for these students.        Learners Love Literacy
systematic approach.                                                                  Maureen Pollard

 T-21                                      ii) Assistive technologies –              Maureen Pollard from Little Learners
 i) Improving reading                      How they can be used in the               Love Literacy will provide an overview
 outcomes for Secondary                    classroom                                 of the LLLL resources and the
                                           Vikki Hipkin (20 mins)                    significant value these resources
 students: It’s all in the delivery
                                                                                     have for schools, teachers and – most
 Susan Main and Margie Backhouse
                                          Students need to learn how to type,        importantly – students. Information
 (20 mins)
                                          not in typing classes, but by using        about the effectiveness and appeal of
Secondary teachers report being           technology, the way it was intended to     these resources will be provided.
ill-equipped to provide reading           be used. Students should know what
instruction to young adults who           software needs to be used and be
have not already acquired these           competent in accessing it and using
skills. The aim of this research was      the myriad of tools inside of them.
to explore the efficacy of the Direct     iPads should be classroom tools and
Instruction Reading Mastery program       not rewards, student should be taught
for improving the reading skills of       what and how to use the appropriate
secondary students struggling to read.    app or piece of software, with the
There was a statistically significant     relevant feature turned on or installed.

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                                                                        Register online at       15
Friday Program
                                                                                                                        Keynote           Workshops

                                                                                                                        Sessions          Resource
     Friday 5 April 2019

      07:30                                                           Registration (Main Foyer)

      08:45                                                         Welcome (Riverside Theatre)

     09:00                                                      F-1: Keynote – Professor Daniel Ansari

                                  Searching for the equivalent of phonological awareness in early numeracy (Riverside Theatre)

      10:30                                                       Morning Tea and Trade Exhibition

                     F-2              F-3             F-4               F-5                 F-6              F-7                   F-8             F-9
                 Symposium       Symposium     Workshop              Workshop          Workshop          Demystifying      An intervention      Universal
                   Phonics      Language and      How               Multi sensory     Mathematics          spelling         for struggling      design for
              knowledge and literacy in young words work,              Magic            isn’t just                              writers        learning: A
                instruction in     people     phonology to                           numbers, there                                            pathway to
               the Australian                 orthography                            are letters and                                             inclusion
               context: Still a                                                        words too                                              for students
              work in progress                                                                                                                with learning

                                                                                                            F-10                   F-11            F-12
                                                                                                       How innovation       Augmentative Little Learners
                                                                                                        in Aboriginal      and alternative  Assessment
                                                                                                          education        communication     of Reading
                                                                                                           results in        (AAC) and     Skills (LLARS):
                                                                                                       raised levels of        literacy     A simple but
                                                                                                        achievement                           powerful
                                                                                                        in literacy for                      assessment
                                                                                                           students                             tool for
                                                                                                                                             teachers of
                                                                                                                                            early reading
                                                                                                                                             A survey of
                                                                                                                                           practices used
                                                                                                                                             by Western
                                                                                                                                             to support

      12:40                                                         Lunch and trade exhibition

      13:25                                                     Platinum Sponsor - Scanning Pens

                                                     F-13: Keynote – Assistant Professor Yana Weinstein
                                                    Can cognitive psychology help you teach and learn?

      15:00                                                                    Transition

                     F-14            F-15            F-16               F-17                F-18            F-19                   F-20            F-21
                    The         The difficulties    Dragon,        Phonological        A writer’s        The emphasis      How public      Resource
              differentiation    in expressing      dictating        awareness        brain is like      on the explicit  libraries can  Presentation
                   myth           numbers: A        and the        and phonics       a magician’s           teaching        help every      Learning
                                study on Grade     classroom        instruction:     hat: If you’re        of reading         child to    Matters Ltd
                                 Four dyslexic                        Inclusive      going to get       comprehension       become a      - Say NO to
                                  students in                         practice         anything         to learners with      reader      the ‘wait to
                                   Singapore                       that benefits     out of it, you          dyslexia          -----     fail approach’
                                                                    all kinds of      have to put              -----      Strategy for
                                                                       learners      something in          Identifying   differentiating
                                                                                          first           children with         and
                                                                                                       “hidden” reading consolidating
                                                                                                        comprehension       classroom
                                                                                                        impairments in       learning
                                                                                                         the classroom

      16:00                                 Trade Exhibition and Yana Weinstein book signing (Exhibition Area)
Friday Sessions
09:00-10:30 Keynote
                              Searching for the equivalent of phonological awareness in early numeracy
                              Daniel Ansari

                      In the study of typical and atypical reading key early predictors of later reading
                      success, such as phonological awareness and phonics have been identified. The
                      discovery of these key building blocks of the reading brain have been translated into
                      screeners for children at risk as well as evidence-based interventions for struggling
                      readers. In this talk, Professor Ansari will discuss whether similar key foundational skills
                      can be identified for better understanding individual differences in early numeracy
                      development and what they are. In this context, he will examine how children learn
                      the meaning of numerical symbols (i.e. number words and Arabic numerals) and
                      how differences between children in their processing of symbols maps onto their
                      learning of arithmetic. The implications of this work for screening and remediation of
                      mathematical learning difficulties will be discussed. Professor Ansari will also discuss the
                      overlap between reading and mathematical difficulties.

11:00-12:40 Symposium
        Phonics knowledge and instruction in the Australian context: Still a work-in-progress
        Pamela Snow, Alison Clarke, James Lyra and John Walker

 Although in the 2016 PIRLS survey Australian children’s literacy scores had improved since the previous 2011 study,
 many children still perform well under expected standards, with 6% overall falling below the low standard, and one in
 five Aboriginal children in this grouping (Thomson et al, 2016). According to the 2015 PISA results, 39% of Australian
 students failed to achieve the National Proficient Standard in reading literacy and there was a significant decline in
 reading literacy performance between 2009 and 2015 (Thomson et al, 2017).
 In this symposium, four reading specialists will discuss the state of phonics knowledge and instruction in the Australian
 context, with particular reference to what can be done to improve children’s reading and writing from the outset of
 formal schooling. Professor Pamela Snow will address the issue of Initial Teacher Education and the knowledge and skills
 that teachers need; Alison Clarke will discuss her experience of running intervention programmes for children who have
 been failed by the school system; James Lyra will talk about how to maximise student outcomes through Systematic
 Synthetic Phonics and discus practice both at classroom level and whole school; John Walker will be asking ‘How high
 should we set the bar?’ and looking at results from the UK experience of teaching phonics in disadvantaged schools.

        Language and literacy in young people
 F-3    Suze Leitao, Mary Claessen, Mark Boyes, Emily Jackson, Samuel D. Calder, Katrina Kelso, Lizz Hill and
        Tina Kilpatrick

 This symposium will present a series of research talks by members of the research group: Language and Literacy in
 Young People. Following a brief overview of the group’s research work, a series of 7 short papers will be presented, with
 scope for discussion and questions at the end of the symposium. Presentations will discuss theory, assessment and
 intervention studies in typically developing children and those with developmental language disorder, followed a group
 of papers discussing child mental health and emotional well-being in typically developing young people, those who have
 received intervention for developmental language disorder and children with reading difficulties.

                                       Visit the LETRS® booth
                                       to chat with co-author
                                          Dr Carol Tolman.

                                                                       Register online at       17
11:00-12:40 Workshops                      is not just numbers, there are letters      F-9
                                                and words that can help or hinder
                                                this process. Mathematics has its
                                                                                            Universal design for learning:
      F-4                                                                                   A pathway to inclusion
                                                own unique language with many
      Learn how words work: From                content words (e.g., hypotenuse,            for students with learning
      phonology to orthography                  equation) as well as everyday words         differences
      - and everything else in                  that take on specific meaning in            Jim Christopher
      between!                                  mathematical situations (e.g., mean,
                                                                                           KGMS/Maplewood is a K-12 school
      Jenny Baker                               volume). This session will provide
                                                                                           in North Vancouver, BC, Canada,
                                                participants with an understanding
     This workshop will address the                                                        serving students with learning
                                                of the importance of mathematics
     transition from phonological to                                                       differences. This session outlines
                                                vocabulary, opportunities to identify
     orthographic processing in the                                                        the research behind our universal
                                                words required for pre-teaching, as
     acquisition of literacy skills, and                                                   design model and the steps that
                                                well as practical strategies to support
     examine what this “looks like” in                                                     schools and teachers can take to
                                                students’ knowledge and application
     reading and spelling assessment and                                                   ensure that the needs of all learners
                                                of mathematics.
     intervention. It will draw heavily on                                                 are met. Key topics include: Looking
     the work of Ehri, Kilpatrick, Moats                                                   at institutional barriers to inclusion;
     and Apel; these researchers have           11:00-11:45 Sessions                       the implementation of a UDL model;
     contributed to our understanding of                                                   classroom and program adaptations;
                                                 F-7                                       the importance of social/emotional
     how words must be processed via the
     phonological route before they can          Demystifying spelling                     development and support, and;
     undergo orthographic mapping, and           Julie Bradley and Andrea Kilov            the use of assistive technology for
     finally be “bedded down” as Mental                                                    personalising learning. Participants
     Graphemic Representations in order         Bradley and Kilov offer an organised,      will examine specific interventions
     to expedite automaticity. Two case         explicit method to understand the          in classroom and instructional
     studies will be employed to illustrate     orthography of the English language.       design, and acquire tools for
     how intervention must be tailored          This presentation simplifies the           assessing their own teaching
     to meet the demands of individual          spelling rules students need when          and learning environment.
     profiles.                                  encoding and decoding. It will also
                                                explain the reasoning for selecting
      F-5                                       the correct phonogram in a word. It        11:55-12:40 Sessions
                                                will include how to use morphology
      Multisensory magic                                                                    F-10
                                                in order to change the structure and
      Jennifer Hasser                           usage of a word thus expanding              How innovation in Aboriginal
                                                students’ vocabularies; problems            education results in raised
     In this lively workshop, participants
                                                that hamper children’s accuracy and         levels of achievement in
                                                impair writing will be addressed;           literacy for students
     will learn games and activities
                                                and share tried and tested tricks           Eve McKenna and Peta Collins
     to teach and reinforce literacy
                                                that make teaching spelling easier.
     instruction. We will discuss the
                                                Proficiency in English is indispensable    A growing number of Remote
     research that not only supports the
                                                and it has the power to change lives.      Community Schools implement
     subject matter, but the connection
     between multisensory teaching                                                         an approach to teaching English
     and working/phonological memory.                                                      language and literacy skills which is
     Teachers will leave Multisensory                                                      evidence-based and draws on the
     Magic understanding not only how to         An intervention for struggling            strengths of indigenous students.
     teach reading in a multisensory way,        writers in years 7 and 8                  This has directly led to improved
     but why multisensory learning and           Kate Reid                                 written expression, language
     reinforcement is crucial for students
                                                Como Secondary College (CSC) in            development, and reading and
     with learning disabilities. Because
     research shows hands-on learning           Western Australia has implemented a        spelling acquisition. Eve McKenna
     is effective learning, this workshop       successful intervention for struggling     will share her school’s experience in
     will be engaging and participatory.        writers in Years 7 and 8. Using SRA        implementing the Talk for Writing and
     Attendees will be “students” and will      Direct Instruction programs (Spelling
                                                                                           DI Spelling Mastery programs at Pia
     actively take part in the activities and   Mastery, Essentials for Writing, and
                                                                                           Wadjarri RCS, and the outcomes for
     games we introduce.                        Expressive Writing) combined with
                                                daily creative writing, oral repetition    her students. Peta Collins will provide
                                                and shared writing, CSC has seen           insight into the factors that need
                                                significant growth in writing skills,      to be considered to ensure
      Mathematics isn’t just                    confidence and motivation for our          high-quality, evidence-based
      numbers, there are letters and            most at risk writers. Participants in      programs are implemented in a way
      words too!                                this session will share in the research-   that is successful and sustainable.
      Samantha Hornery                          based principles underpinning CSC’s
                                                practical approach. They will explore
     There are only four things you             what this systematic, fast paced, and
     can do to numbers: add, subtract,          explicit model of instruction looks like
     multiply and divide. However, maths        in a secondary class.

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