Links to Publications and Resources
The National Dyslexia Working Party recommendations as to what steps should be taken to address the needs of these individuals and so reduce the functional impact of dyslexia.
The Inquiry identifies the ways in which research evidence on literacy teaching and policies in Australian schools can best inform classroom teaching practice and support teacher professional learning.
This report outlines the powerful research evidence on learning to read from the 1960s to 2015 and explains how having effective, evidence-based reading instruction in every classroom, every day can substantially improve literacy levels among Australian children – Kerry Hempenstall and Jennifer Buckingham.
The Check would be an effective and cost-effective measure, which would show whether phonics is being taught effectively across the country and in individual schools, and provide early identification of students who are struggling with this essential foundational reading skill – Jennifer Buckingham
Decades of research have established that the most effective way of teaching children to read is through explicit, systematic instruction in the basic skills required for reading – Learning Difficulties Australia
The current entrenched rate of illiteracy among Australian children is unnecessary and avoidable – Jennifer Buckingham, Kevin Wheldall and Robyn Beaman-Wheldall.
The BIG 6 of reading includes Oral Language, Phonological Awareness, Letter-Sound Relationships (Phonics), Vocabulary, Fluency and Comprehension – Anne Bayetto for the Australian Primary Principals Association.
What Expert Teachers of Reading Should Know and Be Able To Do – Louisa Moats
Children need explicit instruction in the five essential components of reading in every classroom, every day. This should begin in the foundation year of school, when most children turn five years old.
This booklet, in conjunction with the enclosed CD, is designed to provide principals, teachers and school psychologists throughout Australia, with a greater awareness and understanding of the significant impact learning disabilities can have on students, and to outline the most effective remediation and accommodation strategies available to them in the classroom.
The CD contains a copy of the Guide plus a wide range of effective resources and strategies, all of which can be saved and printed for use throughout the school.
Many parents or carers notice that their child is struggling at school but are unsure about the steps they should take. This Guide is designed to answer some of these questions. It has been developed to provide parents and carers with current information about the nature of learning disabilities and to offer practical guidance on the most appropriate identification and support.
An online platform for the administration and scoring of cognitive tests including letter identification (LIDT), letter sounds (LeST), letter position, (LetPos), word reading (CC2), non word reading (DiRT), word recognition (TOC), word reading efficiency (TOWRE), diagnostic spelling for sounds (DiSTs), diagnostic spelling for irregular words (DiSTi), diagnostic spelling for nonwords (DiSTn), reading comprehension (TERC)
Success and Dyslexia is a unique, evidence-based program that assists all upper primary students, but especially those with dyslexia, to increase their ability to take control of and cope well with the problems that occur in their lives.
Because dyslexia is often highly resistant to improvement despite dedicated literacy and numeracy teaching interventions, this groundbreaking resource focuses instead on adaptive coping skills as a powerful determinant of life success.
The intent of this toolkit is to provide classroom teachers with basic information about dyslexia, dispel some of the myths and misconception surrounding it and be a resource that will increase their capacity to ensure the success of the diverse group of learners in their classrooms.
All individuals have the right to achieve their potential, that individual learning abilities can be strengthened, and that social, educational and barriers to language acquisition and use must be removed.
The IDA Knowledge and Practice Standards for Teachers of Reading define what all teachers of reading need to know and be able to do to teach all students to read proficiently. Teachers needs a strong foundation of language, literacy and individual differences to serve all children in their classroom.
UK Department for Education and Skills – Principals and Practices of High Quality Phonics
Activities to promote speaking and listening skills to develop skills in decoding and encoding – using explicit and systematic instruction in phonological awareness, blending and segmenting and phoneme-grapheme correspondences.
If your child is struggling at school they need you. With your help they can and will be a success. With this book and the strategies and knowledge it contains you can guide them through their formal schooling, encouraging them to find their true strengths and reach their full potential.
Remember school is such a short time in your child’s long life, yet what happens there can determine their future path.
This is a beautifully illustrated book that provides an awareness and understanding of dyslexia. Aedan shares some helpful tips and ideas to help one cope with dyslexia.
A must have book for children, parents and teachers!