Concurrent Seminar Series 4

Dr C.C. Bates
Trainer, Clemson University, United States of America

The Power of the Known: Expanding Reading and Writing Vocabularies
Well developed reading and writing vocabularies allow children to make generative connections. This session explores ways to expand reading and writing vocabularies in early-mid-and later -lessons. Student records and videos will be used to highlight the importance of supporting children across all lesson components in an effort to build both vocabularies.

Dr Sue Bodman
Trainer, University College London, United Kingdom

Ten Years On; The Long Term Impact of Reading Recovery
This session reports on recent independent research that highlights the sustained effects of Reading Recovery ten years after intervention. Findings demonstrate long-term gains, increased academic achievement, improved life chances and show how Reading Recovery can generate significant economic benefits (Hurry & Fridkin, 2018).

Sue Court
Trainer, The University of Auckland, New Zealand

Change Over Time in Hearing and Recording Sounds in Words (revised) 2018
What does the new Hearing and Recording Sounds in Words task (2018) tell us about children’s ability to do a sound analysis from 5 to 7 years? What is different about children’s attempts from one age group to another? How does this fit with what we expect as teachers?

Janet Hawkins
Tutor, The University of Auckland, New Zealand

Effective Literacy: An Approach to Teaching Writing in Junior Classrooms
The workshop will describe an approach to teaching writing in junior classrooms and is based on the theory of literacy processing. This theory guides classroom practice and enables children to become active and independent learners. There will be practical elements to the workshop which will include examples of children’s writing and classroom organisation ideas.

Jeffery Williams
Teacher Leader, Solon Board of Education, United States of America

Bringing Our “A” Game: Teaching for Acceleration
This session examines the concept of acceleration as defined by Clay and explores how teachers work with deliberateness and dexterity to create the conditions necessary to maximize acceleration and produce self-extending systems in both reading and writing.