Dr Ann Ballantyne
Trainer, New Zealand
Searching Questions
Becoming literate involves learning how to ask and answer special kinds of questions – about text meanings and language and print. High progress learners ask themselves effective questions and, at the same time, expand the knowledge sources they can draw on for answers. This session explores the kinds of explicit teaching needed to help low progress children learn how to search for and use information as they read and write.
Bernadette Hiha
Tutor, The University of Waikato, New Zealand
Katrina Mockett
Tutor, The University of Waikato, New Zealand
Fostering a Love of Reading with Book Introductions That Engage Young Minds
Developing a love of reading and an attitude that reading must make sense are important aims of teaching reading. This session will explore how teachers can plan book introductions that engage the children’s attention in the story, leading to quality interactions, and opportunities to discuss new ideas and new language structures. Choosing texts with the children’s strengths and interests in mind will also be a focus of this presentation. Teachers will be given time to preview books and examples of book introductions and discuss the characteristics of these with other attendees.
Sue McDowall
Researcher, New Zealand Council for Educational Research, New Zealand
Hearing and Recording Sounds in Words (Revised)
This presentation focuses on the development of Hearing and Recording Sounds in Words (Revised). It begins by looking at the original tool, what it was designed to assess, and its perceived strengths and limitations. We then take participants through the re-development process, describing what we learned along the way.
Dr Lisa Patrick
Trainer, The Ohio State University, United States of America
Finding and Using the Information in Print: An In-Depth Study of Clay’s Theory for Developing the Brain’s Activity on Text
Participants will engage in an in-depth study of Clay’s writings in Literacy Lessons Designed for Individuals about finding and using the information in print. Working in a collaborative and constructivist-based context, participants will study what Clay’s Literacy Processing theory teaches us with regard to developing the brain’s activity on text.
Rosemary Peric
Tutor, Sydney Catholic Schools, Australia
Sarah Chick
Tutor, Sydney Catholic Schools, Australia
Robust Interventions Deserve Attention: Uncovering Essential Components of a Sustained Intervention
What factors sustain Reading Recovery in an education context with competing learning agendas? This session will explore the keystones that have sustained a mature system intervention where the lowest performing readers and writers across all 114 Sydney Catholic Schools receive intervention in literacy and scores of teachers are continually trained as expert literacy educators.
Dr Nancy Rogers-Zegarra
Teacher Leader, St Mary’s College of California, United States of America
Sandy Brumbaum
Teacher Leader, St Mary’s College of California, United States of America
Capture the Power of Language and Increase Multi-linguals’ Reading and Writing!
In this session, the presenters will use video clips, case studies, and small group discussion to demonstrate methods for expanding multilingual students’: oral language, use of complex language structures and vocabulary in reading and writing. Participants will also engage in joint problem solving to plan language rich Reading Recovery lessons.
Joan Whareaitu
Tutor, The University of Auckland, New Zealand
Heather Hardy
Tutor, The University of Auckland, New Zealand
Embracing Cultural Connections in Reading Recovery and Guided Reading Lessons.
During this interactive workshop we will explore the power of relationship building and responsive teaching to facilitate the early development of literacy processing systems.
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