La Trobe University and the Victorian Department of Education have this year collaborated to run workshops across Victoria about learning difficulties including dyslexia. The workshops have been available to teachers and other Department of Education staff.
The information from these workshops is now being made available free online via YouTube as webinars. Wow. Amazingly generous of both the University and the Department, since most professional development of this type and quality is paywalled. So thanks to all involved.
The webinars are presented by Dr Tanya Serry from La Trobe University, and the workshops on which they are based were developed with Professor Pamela Snow, Ms Emina McLean and Assistant Professor Jane McCormack also from La Trobe, and Dr Lorraine Hammond from Edith Cowan University in WA. Continue reading →
The debate took me back to my halcyon, pimply youth at Warrnambool High School, where our public speaking teacher, Mrs Melican, used to say, “You don’t win a debate by ignoring the topic and debating something else”.
The Phonics Debate’s topic was “Phonics in context is not enough: synthetic phonics and learning to read”. The theoretical backdrop to this is the robust, evidence-based Simple View of Reading, first proposed by Gough and Tunmer in 1986, showing that reading comprehension is the product of two separate skills: decoding and listening comprehension.
Here’s my favourite analogy for the Simple View of Reading: reading comprehension (RC, apparently AKA in the Ed Biz as “meaning-making”) is the gold in a treasure chest with two separate locks: a decoding lock (D) and a listening comprehension (LC) lock. Continue reading →
For a while I’ve been trying to think of a good way to represent individual sounds in words (phonemes) in a video.
First I tried using my toy fruit and vegetables. These showed nicely that actual productions of a phoneme (allophones) can be slightly different. A cob of corn is still a cob of corn, whatever its size or shape. An /n/ sound is still /n/, no matter where it’s found in a word.
Spelling tests are boring, right? The teacher reads out a word, everyone writes it down, then it gets marked. Ho hum. Nobody really likes them except annoying pedants and teacher’s pets.
Quizzes, on the other hand, are fun. They have quizzes on TV and in pubs, board games and apps. Quizzes are about thinking laterally, friendly competition, and having a bit of a laugh. They can even be done in teams, if collaborative learning is the main aim. You can ham it up with a top hat and some pictures of typical quiz prizes (you win the steak knives!).
Here’s an example beginner’s quiz for a six-year-old. She is working on three-sound words with “short” vowels, and starting to learn about consonant digraphs like sh, ch and th. She was keen to write on a whiteboard rather than use pencil and paper, but whiteboards aren’t necessary. My questions were something like:
I’m like a really big car that lots of people can fit in, and I drive on the road, and stop to pick people up, and I start with the sound “b” and I rhyme with “fuss”.
The opposite of the bottom is the “t…”
I am an animal that says “woof, woof” and I like to go for walks, and when I was a baby I was called a puppy.
When I need to buy something, I go to a “sh…”
I am a thing you can wear on your head to keep the sun off or keep your head warm, and I start with “h” and I rhyme with “cat”.
One of my fun summer activities has been refreshing and editing the free spelling lists on my website (yeah, weird, I know).
I hope teachers find them useful when teaching spelling, I know some already do. Other free spelling lists on the internet tend to focus on what words look like, but not what they sound like, or how they’re constructed, or they tend to reflect UK or US accents, not Australian English.
My lists menu allows words to be looked up in three different ways:
I’ve just made up a free, low-frequency word spelling test which you can download here and use to explore learners’ spelling skills and knowledge.
It’s not a standardised test, so won’t tell you whether a learner’s spelling skills are behind, on a par with or ahead of peers. Its purpose is to focus your attention on the things that matter most for spelling:
speech sounds (phonemes),
letter patterns that represent these sounds (graphemes),
word structure (positions and combinations of sounds in words/syllables),
parts of speech e.g. “pact” is a noun, “packed” is a verb,
meaning (especially for homophones like see/sea),
meaningful word parts (morphemes such as prefixes, suffixes and word stems/roots).
This should help you work out which key skills and knowledge learners already have, and which they need to learn, and thus help teach them to spell explicitly, systematically and effectively.
Don’t do the whole test with anyone, it’s far too long (390 items). Start at your learner’s estimated current skill level, and work forwards if they get words mostly correct, and backwards if they don’t. Stop when you hit a floor (most words too easy) or ceiling (most words too hard). Continue reading →
Looking for a fresh early-level spelling activity? Inspired by the old board game “Backwords”, lately we’ve been having competitions to write words backwards.
For example, I say “write nip backwards” and learners have to write “pin”. This requires and builds awareness of the sounds in words (phonemic awareness) which is crucial for spelling.
Sometimes we use paper and pencil, and sometimes mini whiteboards, which are often somehow more exciting (novelty, I guess). For the hardline “I’m not picking up a pencil” brigade I also have an embarrassment of colourful and novelty pens and pencils, and coloured paper.
If working on four sound words, words like “spin” (nips) and “nuts” (stun) can be reversed. Continue reading →