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
Dyslexia - SPELD Foundation
LITERACY & CLINICAL
SERVICES
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 (www.literacylanguageconf.com). 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.
Contents
About this Conference..................................................................................3
Welcome from the CEO...............................................................................4
About DSF Literacy Services....................................................................5
Our Sponsors and Supporters..................................................................6
Exhibitors..............................................................................................................7
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: conference@dsf.net.au Dyslexia - SPELD Foundation
www.literacylanguageconf.com LITERACY & CLINICAL
SERVICES
Register online at www.literacylanguageconf.com
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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.
www.pcec.com.au
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 www.literacylanguageconf.com 3
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
Celebrating
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 literacylanguageconf.com SERVICES
4
About DSF Literacy Services Dyslexia - SPELD Foundation
LITERACY & CLINICAL
SERVICES
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 uldforparents.com). 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 www.dsf.net.au
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 www.auspeld.org.au
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 www.dyslexiaida.org
Register online at www.literacylanguageconf.com 5
Our Sponsors and Supporters
Sponsors
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
Sounds~Write is a quality first phonics program. It is an exciting and highly
successful approach to the teaching of reading, spelling and writing.
Supporters
6
Premier assessment products for educators including:
Materials, programs and powerful online tools.
Contact
Terri Cornish, Educational Consultant
ww.paa.com.au
terri@paa.com.au | 0414 553 675
Exhibitors
Dyslexia - SPELD Foundation
LITERACY & CLINICAL
SERVICES
Register online at www.literacylanguageconf.com 7Our Keynote Speakers
Professor Stanislas Dehaene Thursday 4th April
9:00am – 10:30am
Collège de France
Biography
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
Biography
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
Biography
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.
8Assistant Professor Yana Weinstein Friday 5th April
1:30pm – 3:00pm
University of Massachusetts
Biography
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
Biography
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
Biography
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 www.literacylanguageconf.com 9Thursday Program
LEGEND
Keynote Workshops
Sessions Resource
Presentation
Thursday 4 April 2019
th
Symposium
07:30 Registration (Main Foyer)
08:45 Welcome to Country and official Conference opening (Riverside Theatre)
T-1: Keynote – Professor Stanislas Dehaene
09:00
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
11:00
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
11:55
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
school-aged
children
----
Supporting
students
with learning
disorders in the
classroom
12:40 Lunch and trade exhibition
T-14: Keynote – Professor Simon Fisher
13:30
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
15:10
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
classroom
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
10Thursday Sessions
09:00 - 10:30 Keynote
Reflecting on the ways in which literacy transforms the brain
T-1
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
T-2
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 www.literacylanguageconf.com 1111:00 - 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®
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
LLARS
Updated LL Assessment of Reading and Spelling
Workshops
More workshops in more states
Teaching Materials
More engaging resources to ensure ALL children
learn to read, write and spell with confidence
LittleLearnersLoveLiteracy.com.au
Have you booked
See page 4
your tickets for
for details on
the Conference
how to register.
Sundowner?
12T-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
implementation.
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
T-10
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
LITERACY & CLINICAL
SERVICES
Register online at www.literacylanguageconf.com 1313:30 - 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
T-15
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
T-19
learn language disorder.
Ghislaine Dehaene-Lambertz Planning differentiation for
T-17
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.
T-18
comprehend
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
14mathematical attainment, to change improvement in students’ reading
T-22
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 www.literacylanguageconf.com 15Friday Program
LEGEND
Keynote Workshops
Sessions Resource
Presentation
Friday 5 April 2019
th
Symposium
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
11:00
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
differences
F-10 F-11 F-12
11:55
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
instructional
practices used
by Western
Australian
teachers
to support
beginning
reading
development
12:40 Lunch and trade exhibition
13:25 Platinum Sponsor - Scanning Pens
F-13: Keynote – Assistant Professor Yana Weinstein
13:30
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
15:10
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)
16Friday Sessions
09:00-10:30 Keynote
Searching for the equivalent of phonological awareness in early numeracy
F-1
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
F-2
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 www.literacylanguageconf.com 1711:00-12:40 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
F-8
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
F-6
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.
18You can also read
