Phonics in context is not enough: Synthetic phonics & learning to read

In proud partnership with the Australian College of Educators

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Tuesday 31st July 2018, Wesley Theatre, Sydney

Click here to watch video

Opening remarks: The Hon Rob Stokes MP
Moderator: Natasha Robinson, ABC

Speakers for the proposition:

1. Distinguished Professor Anne Castles, Macquarie University
2. Dr Jennifer Buckingham, The Centre for Independent Studies
3. Mr Troy Verey, Marsden Road Public School

Speakers against the proposition:

1. Professor Robyn Ewing, University of Sydney
2. Dr Kathy Rushton, University of Sydney
3. Mark Diamond, Principal, Lansvale Public School

Events

“Why do New Zealand and Australia suck at PIRLS and what can be done about it?”

researchED Auckland, Auckland Grammar School, 2 June 2018

researched-2018

Phonics in Teaching Reading. Essential Knowledge for Educators – Professor Rhona Stainthorp

For literacy levels to improve, it is essential to have a framework, based in evidence, about the processes that are involved in reading: these are the word reading processes and the language comprehension processes.

Word reading does not just ‘happen’ through exposure to text, but has to be taught directly and systematically. There is overwhelming evidence that teaching phonics as the first approach to word reading is the most effective strategy for independent reading and development of spelling.

The experience from England of the introduction of explicit phonics teaching as the first approach to word reading and the Phonics Screening Check to ensure this is occurring, is that children’s decoding ability can be improved. However, it requires considerable investment in high quality teacher professional development – both for trainee teachers and those with many years of experience.

In this presentation, Professor Stainthorp explains why effective phonics instruction requires a high level of expertise on the part of teachers and principals, and why curricula and assessment must also reflect the evidence on how children become proficient readers.

BIO:

Professor Rhona Stainthorp is a Research Professor in the Institute of Education at Reading University. She began her career as a teacher and since moving into academia has published extensively on reading, spelling and writing development in typical and atypically developing children. Her most recent book is Reading Development and Teaching, co-authored with Professor Morag Stuart. Professor Stainthorp has been advising successive UK governments for the last 25 years on various aspects of the teaching of literacy, including the development of the Year 1 Phonics Screening Check.

Date: Thursday, 28 September, 2017

Venue: The Centre for Independent Studies, Sydney


Resistance to research: Why don’t all children receive effective, evidence-based reading instruction?

This presentation, by Dr Jennifer Buckingham, is from the Reading and Spelling Workshop, 27 – 28 September 2017, Macquarie University, Sydney

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The workshop, hosted by the ARC Centre of Excellence in Cognition and its Disorders in conjunction with The Macquarie University Reading Clinic, aims to bring together leading researchers from around the world to discuss reading and spelling development, disorders, remediation, and related policy. The workshop had two parts, one day focused on practice and policy and one day focused on research. Our intended audience includes teachers, school counsellors, clinicians, parents, and researchers. More presenters can be accessed here.

When: 27th – 28th September 2017

 

Taking control of the classroom: How teachers and principals can improve behaviour in schools

Poor behaviour in schools is a significant factor undermining student achievement. International data suggests behaviour in Australian schools is among the worst in the world, and reviews have found many teachers are not given practical, evidence-based classroom management strategies in initial teacher education courses. Strong, supportive school leadership is crucial.  Schools with high standards of behaviour have common practices that can help all schools maintain the orderly, safe culture necessary for quality teaching to take place, optimal learning to occur — and for children to flourish.

Poor behaviour in schools is a significant factor undermining student achievement. International data suggests behaviour in Australian schools is among the worst in the world, and reviews have found many teachers are not given practical, evidence-based classroom management strategies in initial teacher education courses. Strong, supportive school leadership is crucial.  Schools with high standards of behaviour have common practices that can help all schools maintain the orderly, safe culture necessary for quality teaching to take place, optimal learning to occur — and for children to flourish.

SPEAKERS

Tom Bennett, Director and Founder researchED

Tom has been a teacher in the East End of London for ten years. Currently he is the Director and founder of researchED, a grass-roots, teacher-led project that aims to make teachers research-literate and pseudo-science proof. He writes for Times Educational Supplement (TES) and TES online, and is the author of four books on teacher-training, behaviour management, and educational research. He recently led an independent review for the UK government on student behaviour in English schools and evidence-based strategies for improvement, and produced a report called Creating a Culture: How School Leaders Can Optimise Behaviour.

Sue O’Neill

Dr Sue O’Neill is Lecturer in Special Education and Deputy Director of the Bachelor of Education program at the University of NSW. Her research interests include preparation for classroom management in initial teacher education, and the use of evidence-based classroom management practices, programs and models by pre-service, beginning, and experienced teachers.

Kylie Hedger

Principal of Elizabeth Macarthur High School in Narellan.

 

When: Wednesday, 5 July 2017

 

 

 


Like frogs in a water well: Why is it so difficult to close the research to practice gap in reading instruction

researchEd Melbourne, Brighton Grammar School, 1 July 2017

Presentation

Facing facts in education: What the evidence says about improving schools

England’s schools have undergone substantial changes in the last decade, including: introducing systematic phonics teaching and the Year 1 Phonics Screening Check; implementation of the Shanghai model of maths education in thousands of schools; and the expansion of free schools and academies. These reforms and others were driven by evidence of how children learn and policies that maximise opportunities for children to attend high-quality schools.

What does an evidence-based education look like and why is it so important?
What can England and Australia learn from each other?
What does an evidence-based education look like and why is it so important?
What can England and Australia learn from each other?

SPEAKERS
The Rt Hon Nick Gibb MP, UK Minister of State for School Standards, Mr Mark Scott AO, Secretary of NSW Department of Education, the Hon Rob Stokes MP, NSW Minister for Education.

DATE
Tue. 11 April 2017

The Rt Hon Nick Gibb MP, UK Minister of State for School Standards

The Hon Rob Stokes MP, NSW Minister for Education

Mark Scott AO, Secretary of NSW Department of Education

Dr Maryanne Wolf – Tales of the Reading Brain

Learning Difficulties Australia in conjunction with The University of Sydney and The Centre for Independent Studies present Dr Maryanne Wolf – Tales of the Reading Brain: Reading Development, Dyslexia and the Digital Culture, with Dr Jennifer Buckingham and Lisa Ridings.
Parramatta Mantra Hotel
Sydney, Wednesday 7 September, 2016

Learning Difficulties Coalition Seminar

Parramatta Leagues Club

Tuesday, 30 August 2016

Presentation slides

Staff Development Day

North Haven Public School
Port Macquarie, Monday 18 July, 2016
Teacher survey
Presentation slides

ResearchEd Melbourne

Brighton Grammar School
Melbourne, Saturday 21 May, 2016

Australian Schools Forum

With Alannah MacTiernan MP, Dr Jennifer Buckingham and Dr Lorraine Hammond
Perth, Saturday 19 March, 2016
Presentation slides: Jennifer Buckingham JBuckingham_AusSchoolsForum_Perth_March 2016_slides
Presentation slides: Lorraine Hammond LHammond_AusSchoolsForum_Perth_March2016_slides

Association of Heads of Independent Schools in Australia/
Independent Schools Council of Australia National Education Forum

Canberra, Tuesday 15 March, 2016
Transcript: Jennifer Buckingham TRANSCRIPT_JenniferBuckingham_15March2016

Five from Five launch

NSW Parliament House, Tuesday 8 March, 2016
Transcript: Jennifer Buckingham TRANSCRIPT_JenniferBuckingham_8March2016
Video: The Hon Adrian Piccoli MP, NSW Minister for Education Adrian Piccoli speech
Video: Dr Kerry Hempenstall, Educational Psychologist and Reading Researcher Kerry Hempenstall speech
Video: Simon Birmingham, Federal Education Minister Simon Birmingham video message

Putting Evidence into Practice: 10th Anniversary of the National Inquiry into Teaching Literacy

CIS Roundtable, Tuesday, 8 December, 2015

Why Jaydon Can’t Read: A Forum on Fixing Literacy

CIS Forum, Thursday, 14 November, 2013
Video 1: Jennifer Buckingham https://vimeo.com/user15580660/review/146451843/59849d1d71
Video 2: Justine Ferrari and Tom Alegounarias https://www.youtube.com/watch?v=nyDNiEqcpi0
Video 3: Q&A https://www.youtube.com/watch?v=iPxIni6mtBE