Literacy and Numeracy forms the basis of all of our learning as they are required for learning other skills and participating in everyday life. To improve student outcomes in literacy and numeracy we look at evidence-based practices and focus on the quality teaching of literacy and numeracy in all NSW schools.
Let's chat about the assessment of reading
This podcast discusses assessment of student reading. For our NSW DoE teachers, we chat about what is available and how these assessments support us in identifying the reading behaviours and strategies of our students. We can use that information to make decisions about the next focus areas to target our teaching to meet student need.
For more information on these assessments and how to access them you can visit the assessment section on the Literacy and Numeracy website: https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/assessment-resources
or the Learning Resource Hub: https://resources.education.nsw.gov.au/?source=readingandnumeracy&sort=relevance
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Discussing Decodables with the Literacy Team
Following the recent roll out of decodable texts to primary schools to support school's reading programs, the literacy team got together to discuss the effective use of these books for reading instruction. We talk about what they are, what their purpose is, how to select a text for instruction or independent practice and about the inclusion of other texts in reading instruction. Listen in to our discussion on effective reading instruction incorporating decodable readers.
For further information you could also visit the decodables section on the Literacy and numeracy website: https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/teaching-and-learning-resources/literacy/effective-reading-in-the-early-years-of-school/decodable-texts
Let's chat about the neuroscience of reading with Kate Blackwell
Kate Blackwell, a classroom teacher at Blackheath Public School in the Blue Mountains shares what she has learnt about the neuroscience of reading and what the implications of that knowledge has meant to her classroom practice when teaching children to read.
Kate references these sources:
Reader come home: The reading brain in a digital world by Maryanne Wolf https://www.maryannewolf.com/reader-come-home-1
Language at the speed of sight by Mark Seidenberg
Reading in the brain, the science of how we read by Stanilas Daheane https://www.penguin.com.au/books/reading-in-the-brain-9780143118053?utm_expid=.JC69wDioR_Kc4RimyKASfg.0&utm_referrer=https%3A%2F%2Fwww.google.com%2F
Educating the brain - Stanislas Daheane
Literacy & Numeracy website (DoE intranet) https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy
Dr Danielle Colenbrander chats about vocabulary for reading instruction
Dr Danielle Colenbrander chats with us about the role of vocabulary in reading instruction.
Dr Danielle Colenbrander is a researcher and member of the Macquarie University Centre for Reading. Danielle trained as a speech language pathologist at Macquarie University before completing her PhD exploring the role of oral vocabulary in reading comprehension difficulties. She has worked with diverse populations of children in a variety of settings in Australia and the UK. She is interested in relationships between vocabulary knowledge, reading aloud and reading comprehension.
For further reading and professional learning:
Effective Reading: Vocabulary (professional learning for NSWDoE teachers)https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/professional-learning
Literacy and numeracy website (NSWDoE intranet)
Beck, McKeown & Kucan (2013). Bringing Words to Life: Robust Vocabulary Instruction (2nd edition)
Beck, McKeown & Kucan (2008). Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples,
Parsons & Branagan (2017). Word Aware: Teaching Vocabulary Across the Day, Across the Curriculum.
Duff, Dawna (2019).Has Vocabulary Intervention Had an Effect? A Valid, Reliable, and (Fairly) Quick Outcome Measure for Semantic Knowledge, Language, Speech, and Hearing Services in Schools • Vol. 50 • 506–517
In conversation with Dr Tessa Daffern: teaching spelling
In this conversation Dr Tessa Daffern explains why an instructional approach for spelling should include phonological, orthographical and morphological word forms. Effective spelling instruction should be explicit and occur frequently from the early years of school.
Dr Tessa Daffern has contributed to education in many capacities for over 20 years: as a classroom teacher in schools, teaching and learning specialist, literacy coordinator, academic, and education consultant. Tessa is currently a Senior Lecturer at the University of Wollongong and has previously held positions at the University of Canberra and Charles Sturt University. Tessa's research is driven by her passion for English language education and for empowering teachers and undergraduate teacher education students to develop contemporary understandings that can inform their teaching of language and literacy. Tessa’s PhD examined the teaching and learning of spelling and writing in Australian school contexts.
Further reading and resources:
Spelling in the primary years
The Unique Role of Early Spelling in the Prediction of Later Literacy Performance
Progress in Reading Instruction Requires a Better Understanding of the English Spelling System
Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review
What Happens When a Teacher Uses Metalanguage to Teach Spelling?
Literacy and numeracy website (NSWDoE intranet)
Teachers talking about using decodable texts in the classroom
Year 1 teachers from Cronulla Public School talk about how they use decodable texts in their classrooms during guided reading sessions and for independent practice of the strategies that students are being taught.
Great podcast series. I’m a parent and this makes such sense. Thank you!