Full Show Notes available at dyscastia.com   In this episode, I talk with Valli Jones, a clinical psychologist from Queensland, about what it means to create a safe learning environment for students who live with autism, ADHD, dyslexia, and other learning difficulties. We focus on the idea that students learn best when they feel safe — not just physically safe, but emotionally and psychologically safe too. Valli Jones Valli Jones is a clinical psychologist and an autistic woman. She brings together professional expertise and lived experience to support families, educators, and health professionals in creating safe, respectful environments for neurodivergent children and young people. She is the creator of the Safe House Framework — a model that blends years of clinical practice, formal training, and personal insight into what it really means to feel safe. Her work focuses on helping adults understand behaviour through a neurodiversity-affirming lens and on building strong, collaborative support systems around each child. At the heart of her work is a simple goal: to help create a world where all children know what it feels like to be understood. Show notes Valli walks us through a model she developed for supporting neurodivergent students called the Safe House Framework, which is designed to support everyone around a child — parents, teachers, tutors, psychologists, speech pathologists, OTs to collaborate more effectively. The framework is built around the idea of a house, with each part of the house representing a part of what students need to feel safe and understood. We also talk about what behaviour really means, what might be happening when a student shuts down or refuses to comply, and how important it is that we shift the way we think about neurodivergence in schools. This is especially relevant for teachers and tutors working with students who might seem ‘difficult’ or ‘defiant’ but are really just overwhelmed. What is the Safe House Framework? The Safe House Framework is a way of thinking about support for neurodivergent students that focuses on psychological safety and respect for difference, rather than control or behaviour management. Each part of the house is a metaphor: Foundations – The mindset of the adults involved. This means starting from a neurodiversity-affirming perspective: recognising that differences are natural, not signs of something broken that needs fixing. Floor Plan – The specific profile of a student: their strengths, their needs, and the kinds of support that will help. This includes things like sensory processing, communication differences, and interests. Windows – How we view behaviour. Instead of assuming students are being naughty or defiant, we try to see behaviour as communication. Often, it tells us a student is overwhelmed, anxious, or just not coping. Walls – The people involved: parents, teachers, allied health professionals, tutors — anyone who supports the student. The more these people can share information and work together, the stronger the support. Door – The connection we build with the student. Relationships based on trust and understanding are at the core of psychological safety. Roof – The systems that protect students: legislation, policies, and broader supports. Landscape – The broader context: the school community, cultural attitudes toward difference, and the general level of understanding. The framework is available to download for free at embracingneurodiversity.co. What behaviour might be telling us One of the most important parts of the conversation was around how to understand behaviour. When students act out, shut down, avoid tasks, or insist on controlling things, it’s often not a matter of defiance or laziness. It’s a nervous system response. Valli describes five common stress responses: Fight – A student lashes out, argues, or becomes aggressive. Flight – A student

In this episode, Michael Shanahan is joined by experienced specialist dyslexia tutor Sally Andrew to discuss The Literacy Support Kit (LSK)—a comprehensive set of resources designed to support children for whom standard literacy intervention programs are too difficult. Sally Andrew Sally holds a Postgraduate Diploma in Dyslexia and Literacy from the University of York, UK. Sally has been tutoring students with dyslexia for 25 years and has trained many parents and educators in evidence-based multisensory interventions for dyslexia. Sally is the director of By Your Side Tutoring. Sally formally ran the popular Teaching Students with Dyslexia (TSD) suite of training for Specialist Multisensory Literacy Teachers. Sally co-developed the Literacy Support Kit and Word Cracker suite of morphology resources. Show notes Michael and Sally explore the challenges faced by students living with dyslexia, dysgraphia, intellectual disability, and fine motor difficulties, sharing strategies and practical solutions to bridge gaps in literacy instruction. They emphasize the importance of customized resources, multi-sensory learning, and breaking skills into fine-grained steps to ensure student success. Key Topics Discussed 1. Why Some Students Struggle with Standard Intervention Not all students progress at the expected rate in structured literacy programs. Some need more fine-grained steps to break down learning concepts. Kids living with dyslexia, dysgraphia, ADHD, and intellectual disability often require additional scaffolding. The LSK provides targeted resources to address these challenges. 2. The Importance of Teacher Discretion in Literacy Instruction Teaching should not be one-size-fits-all. Experienced tutors develop custom resources based on student needs. If a student is struggling with a concept, slowing down and focusing on prerequisite skills is essential. Using varied formats to present the same material helps build automaticity. 3. Supporting Kids with Alphabet Difficulties Many students, even in Year 5 or 6, do not truly know the alphabet beyond the song. Some students believe “LMNOP” is a single letter due to how they learned the alphabet song. Intervention strategies: Using picture alphabets to build phoneme awareness. Matching games to reinforce letter recognition. Writing letters over pre-written models to build confidence. 4. Helping Students Blend Sounds (Phonemic Awareness) Some students struggle to blend sounds into words, making decoding very difficult. Key strategies in LSK: Chunking sounds together rather than focusing on individual phonemes. Onset and rime activities (e.g., working on “at,” “it,” “in” before full words). Repeated exposure through varied activities to build automaticity. 5. Handwriting as a Literacy Barrier Fine motor control issues can make writing exhausting. Poor handwriting can lead to low confidence and avoidance of writing tasks. LSK handwriting support includes: Pre-writing activities (tracing, erasing letters, solving mazes). Cursive instruction to improve fluency. Explicit teaching of letter formation and spacing. 6. Keeping Students Engaged with Repetitive Learning Students need hundreds of repetitions to master basic literacy skills. Standard drills can be boring and frustrating. LSK provides a variety of engaging activities, including: Chunky Pig – A game reinforcing phoneme blending. Make-a-Chunk sheets – Matching and handwriting exercises. Tracking sheets – Strengthening phonemic awareness. Close reading sheets – Filling in missing words from context. 7. Addressing Sticking Points in Phonics Programs Some students get stuck on complex spelling rules (e.g., C/K rule, open/closed syllables). LSK removes these difficult concepts temporarily so students can continue making progress. Focus remains on: Mastering short vowel sounds before moving to long vowels. Learning suffixes before tackling multi-sy

In this episode, we have Liana McCurry back to talk about her Churchill Fellowship findings on what the top PISA performing countries are doing with maths instruction and how we can use that information to improve outcomes for kids living with learning difficulties. Show notes Liana McCurry’s Churchill Fellowship has come just in time. Liana travelled abroad to investigate best practices in teaching mathematics that provide the best outcomes for all students. Australia’s PISA ranking plummeted from 10th internationally in 2003 to 30th in 2018, where it fell below the average for the first time. How we teach mathematics in Australia is the prime suspect for this decline.  Dyscastia Episode 14 was recorded prior to Liana’s departure, where we discussed intervention in Maths.  Early in the conversation, constructivist learning theories are discussed as a big part of the problem in the context of how this approach to learning and teaching exacerbates cycles of social disadvantage. Anyone who taught in the late 80s and 90s in Australia has (tried) to work with curriculum frameworks that are broadly based on constructivist theories.  In discussing the differences between the curricula of the countries Liana visited and Australia’s mathematics curriculum, Ben Jensen’s work was mentioned. The ERRR Podcast #77 is well worth a listen if you want to know more about the shortcomings of Australia’s curriculum.  Greg Ashman gets a mention, as Greg is an outspoken critic of the direction of the Australian maths curriculum. Greg recently gave an excellent interview on the Science of Reading Podcast, where he gives a stunning account of cognitive load theory. Greg also sits on the other side of the mic in his own podcast, where he and Amanda VanDerHeyden talk maths instruction.       Comments and questions are welcome! We would love to hear about your experiences teaching mathematics directly and explicitly as opposed to other methods. We’re also interested in your experiences with bringing review and maths fluency into your instructional approaches. If you’ve taught in any of the countries Liana visited, we’d love to hear your reflections.   

In this episode, we chat about daily review with David Morkunas, current head of teacher efficacy at Brandon Park Primary School, previously a teacher at Bentleigh West Primary School.   David Morkunas is a primary school teacher from Melbourne and currently works at Brandon Park Primary School, where his role is to help support whole school improvement in maths. David first made a name for himself by speaking about the importance of Daily Review at conferences, including Sharing Best Practice and ResearchED. David is a fierce advocate for evidence-based teaching and learning, with a particular interest in how knowledge is transferred to long-term memory.   Bill first met David as a graduate teacher while running the Bentleigh West Primary School Study Tour for South Australian educators, and he and David have remained in touch since.  Show notes In this episode, Michael and Bill talk with David about something very close to all our hearts – review. Anybody working in the explicit (direct) instruction and evidence-informed instruction space has become familiar with the importance of deliberately planned and scheduled review of previously learned material. For educators new to review, it’s a case of “Where have you been all my life?”  Once maligned as non-progressive  ‘rote learning’ or ‘drill and kill’ in teaching circles, review has come back to classrooms with a vengeance, and teachers are seeing the difference in student learning outcomes.  Review is strongly supported by evidence and features in Barak Rosenshine’s Principles of Instruction.  We cover a wide range of topics and ideas in this episode. David mentions EDI (Explicit Direct Instruction) as an instructional method used at his previous school, Bentleigh West Primary School.  The conversation moves to the role of review for transferring new information into long-term memory. Bill mentions a Research Ed talk by Emeritus Professor John Sweller (the father of Cognitive Load Theory), which discusses the narrow limits of change principle, a master stroke of evolution which made working memory a protective mechanism for long-term memory due to its extremely limited ability to deal with novel information, thus making it very difficult for new information to change long term memory without multiple repetitions.  Shortly after, David mentions Ebbinghaus’s forgetting curve, a famous model teachers use to explain the importance of spaced reviews to lessen the rate at which newly learned information degrades over time after being first learned (flatten the curve of forgetting).  The importance of gaining and holding student attention first and foremost is discussed, and David mentions an episode of the ERRR podcast where the importance of having students pay attention is discussed and how this supersedes any other instructional/pedagogical considerations. OCHRE Education gets a few mentions from as a source of materials schools can use if they aren’t building their teaching materials in-house. The difference between active review and students just reciting what is on a screen is discussed. David explains that students must actively pull something (retrieving) from long-term memory in active review. This distinction is explored, and David mentions a conversation with Ingrid Sealey from Teach Well that changed some of his thinking on how to structure the review.  Spaced retrieval apps are mentioned as a way for us (grownups) to learn new things. One such app is Anki, which both David and Bill have used.  Next, the question of when to review is tossed around, and David, Michael and Bill search for the holy grail – some rule of thumb or algorithm that tells us when the best time to review information is. Bill talks about how, in the Playberry Laser Literacy Program, he and his colleagues are always thinking about how to achieve the review sweet spot.  Success comes up as the driver of student attention and genuine motivation

Sue Griffith Sue is a registered teacher with many years of experience in primary teaching. She has specialist Maths training in programs designed to support students experiencing difficulties or delays in Maths skills, including students with dyscalculia and/or dyslexia. QuickSmart Numeracy Intervention Ron Yoshimoto Multisensory Maths program – based on the Orton-Gillingham principles Singapore Maths Sue designs individual courses that are explicit, structured, multisensory and manipulative-based for students who are underachieving in Maths. Programs utilised are all evidence-based interventions. Students learn to think mathematically and develop understanding beyond rote memorisation. Programs focus on fostering a positive attitude towards Maths and the foundational skills, including but not limited to: Place value and the decimal system Basic Mathematical operations of addition, subtraction, multiplication and division Basic number fact knowledge and multiplication tables Fractions, decimals, percentages and ratios Problem solving strategies Application of Number knowledge to concepts of Time, Money and Measurement Sue also offers young people support in Literacy. She has specialist training in ‘Teaching Students with Dyslexia’ and follows the Multi-Sensory Playberry Dyslexia Program which is based on the Orton-Gillingham approach. Sue also has a Graduate Diploma in Education, specialising in Literacy and Language. Sue designs literacy support programs such as ‘The Writing Process’ to suit individual student needs. Sue believes all children can succeed in improving their reading, writing and mathematical skills. Please contact her to discuss how she can best support your child in their learning. Lilly Shanahan Lilly Shanahan is a dedicated Year 12 student at Sacred Heart College in Adelaide, South Australia. As someone who lives with dyslexia and dyscalculia, Lilly has navigated a variety of educational settings and individual learning plans (ILPs) throughout her academic journey. Her varied experiences in different school environments have given her a unique understanding of the challenges and opportunities presented by learning with specific learning disabilities (SLDs). Lilly’s personal insights into effective ILP strategies are invaluable. As a guest interviewee in this episode, Lilly shares her firsthand experiences and offers practical advice for kids, parents, and teachers. Her contributions provide a relatable and insightful perspective on how to navigate and optimize ILPs, making her story a source of inspiration and guidance for those facing similar educational challenges. Show notes During the episode, we mention a few things that may not be familiar to every listener. We always try to be as accurate as possible about what we say in all Dyscastia Podcasts. However, things do change, and if we have accidentally omitted information or something we have said is no longer the case, particularly in regards to policies in the individualised education plan space.  Here are some links that might help. Special Provisions in Exams:  Students can apply in all states of Australia for special provisions in tests and exams. Different authorities generally for a documented history of special provisions for timed assessments. IEPs that document special assessment provisions will be an important part of this evidence. South Australian Certificate of Education (SACE) Currently, South Australia looks to have the best information page of all the states and territories. This section of the SACE Board website provides information on how students can apply for the types of special provisions discussed during this episode. A quick look took me to these pages for other States and Territories: Victoria: Special provisions Fact Sheet New South Wales: Disability provisions for exams Queensland: Access arrangements and reasonable adjustments (AARA)

In this episode, we chat with math teaching expert Liana McCurry. We delve into best practices for all students when teaching maths. We hope Liana's insights will help create inclusive learning environments where every child can succeed. For the full show notes, including Liana's R-6 scope, sequence and content breakdown, visit our website. https://dyscastia.com/episodes/episode-14-maths-and-learning-difficulties/

In this episode, we talk with Psychologist Benita Ranzon about one of the most misunderstood and stigmatized conditions that affect kids and adults - ADHD.

In this episode, Bill, Michael and Sally discuss morphology teaching and begin demystifying a body of knowledge that sometimes feels like the next frontier for teachers.

In this episode, we chat with educational consultant Debbie Draper about handwriting, why it's back and what we need to do to set kids up for successful writing.   About Debbie When Debbie was in year five at primary school in rural South Australia, she decided she wanted to be a teacher. After 17 years in the classroom, Debbie decided to switch her focus to assisting educators to do the best for their students.  Debbie now works as a specialist consultant with the goal of reaching out to school leaders and teachers who need guidance in planning and evaluating their learning programmes.  Debbie aims to provide quality learning for various school contexts and tailor new approaches and strategies that address the needs of the students, teachers and leaders of the institution she serves. Debbie has spent her career helping educators to recognise and solve the unique challenges they encounter in their schools. Debbie co-wrote the DECD Unlocking the World "Gifted Education and Higher Order Thinking: Improving Learning Outcomes for every Student" tutor training programme and teacher development courses. Those materials were delivered to various South Australian sites as well as to international schools and the public education system in Hong Kong. Additionally, Debbie co-developed a support model in response to the needs of the overwhelming number of sites involved in the comprehension strategy in Northern Adelaide. "Stories from the Field" attests to the impact of the professional learning programme on teacher capacity and efficacy as well as student learning outcomes. Leaders, later on, report on the quality and positive impact of the professional learning and resources that I co-developed to support teacher learning. Email: Debbie.draper@gmail.com Website: https://debbiedraper-educationalconsultant.vpweb.com.au/   Show notes Handwriting has made its way back into schools that have embraced evidence-based teaching of reading, spelling and writing. The multisensory nature of the delivery of structured synthetic phonics programs requires that students are handwriting as they store grapheme-phoneme correspondences, and there's a plethora of evidence to support this approach. Now, as schools insist that students write more, the expected questions have popped up. Cursive or manuscript? One then the other or cursive from the get-go? Which font shall we teach schoolwide? Are there better ones than others? Dotted thirds, lines or no lines? What types of writing implements – pens or pencils? Do we correct poor grip? How? Do we let them rub out? Writing in books or on individual whiteboards? If both, when? How should students sit as they write? At tables, sitting on the floor? Lying on the floor? Do we insist on a set letter formation? What about students with Dysgraphia? In this episode, we explore these issues and more with Debbie and tap into her vast expertise and experience.    Debbie made us a shared folder! Click here to access the Google folder that Debbie has created for Dyscastia listeners. It is chock-a-block with great articles and instructional aids.   

In this episode, we chat with clinical psychologist Kirrilie Smout about the emotional challenges of living with specific learning difficulties. Kirrilie givestopert advice for parents and teachers on how to set kids up for success and support them when things get tough. Show notes Not keeping up at school and feeling like you aren’t able to do what the other kids can do is soul-destroying for young people. It’s also incredibly hard for those who care for them, most obviously parents and caregivers, but also educators who are in the lives of kids who struggle to learn to read, spell and do maths. In this episode, we sit down with Kirrilie Smout, in our minds, one of Australia’s leading clinical child/adolescent psychologists and the director of Developing Minds. With the benefit of Kirrilie’s down-to-earth style, well-researched opinions, years of experience and incredible humanity, we delve into a range of issues that clutter the already complex landscape of being a kid with learning difficulties or parenting/teaching one. When Life Sucks for Kids One of Kirrilie’s books “When Life Sucks for Kids” is the centerpiece for this episode and sets us off on an incredibly interesting conversation about all sorts of stuff, including: The very real correlation between having an SLD and mental health difficulties – is it fate that a kid with SLDs will have an associated mental health problem? How to talk with young people about the challenges and strengths that come with an SLD and how to remain believable when trying to keep kids buoyant Fostering hope for the future but also being frank and honest about the challenges ahead Understanding mood, its impact on learning and cleverly helping kids to regulate mood to best set them up for work that is going to be challenging (like homework) Talking to kids about the importance of hard work and struggle in building a strong and flexible brain The importance of peer-connection for kids with learning difficulties and balancing homework and a social life What to consider when deciding on whether to use tough-love or to back off for a bit – balancing empathy and toughness School refusal – the slippery slope The mental health implications of parenting a kid who will at times feel hopeless, helpless and like it’s all too hard. Where to get some help Calm Kid Central is a wonderful resource that had been developed by Kirrilie and the staff at Developing Minds. It contains over 25 interactive and animated educational lessons for children to learn to: cope with frustration, manage anxiety, improve peer relationships, manage conflict constructively, help themselves get to sleep, use calm words, re-direct their attention onto positive topics, ask for help – and many more. Kid’s Helpline 1800 55 1800 can also be a wonderful help when young people just need someone to talk to – any time, for any reason.   Full show notes available at https://dyscastia.com/episodes/episode-10-mental-health-and-specific-learning-difficulties/

In this episode, we chat with Kate Cole, a determined parent who managed to secure NDIS funding for her child living with dyslexia. Kate tells us exactly how she did it!   In this episode, we chat with Kate Cole, who tells her NDIS funding story. Kate tells us why she applied and how she navigated multiple rejections to ultimately have her funding approved. It’s a story we hope you will find encouraging, useful and enlightening, as we did. So, if you live in Australia and know or support somebody living with a specific learning difficulty, this episode may be a game changer. What is the NDIS? The National Disability Insurance Scheme (NDIS) is for people in Australia under 65, living with permanent and significant disability. Permanent means the disability will not go away. Significant means the disability affects how you live every day. Both of these criteria can apply to people living with specific learning difficulties.   NDIS and Dyslexia – Kate's story in her own words Our daughter is a bright, happy, funny girl who is just a joy to be around. We began to have concerns about her literacy skills when was quite young. While her peers were able to recognise letters of the alphabet, she struggled to recall common letters, including those in her name from a young age. This was in contrast to the skills she displayed when performing other tasks as part of daily life – which she really excelled at!Our daughter settled well into school but struggled with basic literacy tasks from the beginning. By the end of Year 1 we requested her school to allow her to repeat Year 1 again. We were told that repeating her would only be allowed upon completion of a psychometric assessment, an assessment by an independent speech pathologist, an assessment by an occupational therapist. We arranged the necessary tests. Through Year 1 and 2, her school provided some support – Reading Recovery and MiniLit. In addition, we organised speech pathology & tutoring to help her. But by the end of Term 3, Year 2 it was evident that the support available within her school was insufficient to enable her to continue learning in that environment. We had had our daughter “tested” for countless things based on recommendations from the school – ADHD, eyesight problems, intellectual delays etc. None were really helpful. Our daughter is very well behaved, is a gun at ball sports and excels at mathematics. It was as though her school really did not understand her strengths at all. We made the decision to enrol our daughter in a different school commencing in Year 3. From the start, her new teacher contacted us to discuss concerns with her literacy. She was great. A further assessment by a speech pathologist was recommended, as was a referral to a Neuropsychologist. We were blown away with his findings. Essentially it showed she had a Specific Learning Disorder that impacted reading and writing only (dyslexia). It was also very clear that this was not related to an intellectual disability and that there were certain interventions were never going to work given her condition. The Neuropsychologist also provided very specific and clear recommendations for both school and for at home which were very useful. From that point onwards, her new school helped by providing in-class support, free access to evidence-based literacy interventions, MaqLit, assistive technology (e.g. “C-pen”), and access to learning support and a scribe. We supplemented this with regular speech pathology every week. This is all amazing while our daughter is at school. But what I think some fail to realise is that children also need to access texts and write things down when they are not at school – supports are still needed outside of an educational setting. This is why we applied to the NDIS. Here is our Timeline: May 2019 We applied for access to the NDIS for our daughter’s primary impairment of a Severe Specific Learning Disorder

Show notes In this episode, we chat with two wonderful pre-service teachers, Lara (left) and Robert (right), who have just completed level one of Teaching Students with Dyslexia (TSD1). We thought this would be the perfect opportunity to ask Lara and Robert to reflect on what they’d just learned at TSD and how this contrasted with what they were learning about teaching literacy at University. Lara Lara is currently a student at Flinders University, undertaking a Bachelor of Primary of Education. She has previously been a Police Officer here in South Australia, as well as a Teacher of English as a second language in Switzerland. Robert Educational Support Officer and fourth-year student studying a bachelor’s degree in Primary and Middle School education at the University of South Australia. Robert also works as an educator in an out-of-school hours care program. He takes great pride in supporting students with learning disabilities and has recently taken on Tier 3 support through the completion of the Playberry Multisensory Literacy Program. Selected links and extras related to the episode Greg Ashman At the beginning of the episode, Bill mentions a blog written by Greg Ashman – here it is! Criticism of teacher education is not a criticism of teachers – It is unhelpful spin Mark Seidenberg Bill mentions Mark Seidenberg’s book Language at the speed of sight and his views on teacher education institutions keeping the science of reading at arm’s length. Mark has an excellent blog called Reading Matters that’s worth looking at. Below is a clip from an interview where he is discussing reasons why there are problems in teacher preparation. S.A. Evidence-Based Teaching of Literacy Study Tour: At the end of this episode, we invite anyone involved in teacher training to join us at Salisbury Primary School in 2023. There is, of course, an ulterior motive – to showcase the power of explicit, structured teaching of core subjects and the incredible impact this has on student learning, behaviour and self-esteem in the most complex of educational contexts. This is a call to action to those brave and dedicated folks who pull teacher training courses together to engage with us to see what we can do to better prepare our next generation of teachers to teach kids to read, spell and write. Excellent teaching of literacy is one of the best antidotes we have to social disadvantage! Salisbury Primary School Using evidence-based teaching to unlock literacy for all students An invitation to Salisbury Primary School, *Study Tour dates for 2023 are coming soon – email bill@hansberryec.com.au to express interest

In this episode, we talk to Bill, Sally, Karen, and Louise who run specialist dyslexia teacher training. We find out what’s involved and help you decide whether you should take up the challenge. Sally Andrew holds a Postgraduate Diploma in Dyslexia and Literacy from the University of York, UK. Sally has been tutoring students with dyslexia for 20 years and has trained many parents and educators in evidence-based multisensory interventions for dyslexia. Sally is the director of By Your Side Tutoring. Karen Hodson is a Director of Fullarton House – Assessment Therapy and Teaching and is a highly sought after Educational Psychologist with 23 years’ experience in supporting students with dyslexia and other learning difficulties. She has conducted thousands of assessments and has extensive understanding of dyslexia across the life span.  Louise Hanrahan Louise is a coach with the Literacy Guarantee Unit (LGU).  She is an AITSL, certified Highly Accomplished Teacher with extensive experience in the field of literacy education. Louise specialises in teaching students with dyslexia using a structured literacy approach.  In her role with the LGU Louise supports schools with literacy planning, mentoring, in-class demonstrations and delivers appropriate classroom-based strategies for students in reading acquisition.  Louise has an interest in Initial Teacher Education. She has recently worked with AITSL as part of an expert reading group.  This group developed criteria to enable Initial Teacher Education (ITE) providers to identify well-designed studies, trustworthy research, and meaningful evidence to inform decisions relating to the teaching of reading instruction. Selected links and extras related to the episode Teaching Students with Dyslexia Training (TSD) Is the training that Michael and Bill have both trained in and Bill, Sally and Karen run. Louise is also a graduate of all three levels of TSD. TSD is run only in South Australia as Sally, Karen and Bill all have their own practices that they try to minimize disruption to. https://www.hansberryec.com.au/copy-of-workshop-19 Speld Organizations around Australia AusSpeld https://auspeld.org.au/ Speld SA https://www.speldsa.org.au/ Speld Vic https://www.speldvic.org.au/ Speld NSW https://www.speldnsw.org.au/ Speld Qld https://www.speld.org.au/ Speld WA https://dsf.net.au SEELECT educational supplies Louise mentioned SEELECT when talking about the team she needed to build around her when supporting her own kids with their learning needs. Felicity and Lyn at Seelect have been supporting teachers, parents and schools to choose evidence-based resources and use them well to help students with learning difficulties. Felicity is a trained multisensory tutor as well as co-owner of SEELECT and is a powerhouse of information and experience in the learning difficulties space. https://www.seelect.com.au/ Five from Five and The Reading League Bill mentioned these resources as a great place for information about teaching in line with the evidence.  https://fivefromfive.com.au www.thereadingleague.org   Other Training Organizations (Besides TSD) IMSLE Institute for Multi-Sensory Structured Language Education www.multisensoryeducation.net.au Dyslexia Orton-Gillingham Institute https://www.dogi.com.au/ Lifelong Literacy – Lyn Stone https://lifelongliteracy.com   S.A. Evidence-Based Teaching of Literacy Study Tour: Salisbury Primary School Using evidence-based teaching to unlock literacy for all students An invitation to Salisbury Primary School, *Study Tour 1: June 2-3rd 2022, and 3rd November 2022 *Study Tour 2: 25-26th August 2022, and 4th November 2022 Email Bill to book

In this episode, Michael and Bill discuss a blog that Bill wrote called Schools that teach Reading and Spelling in a Research Informed way: Picking a Winner. In the episode, we focus on tips for parents to get beyond the sales pitch to make an informed decision about whether the school might be a good fit. The first part of this episode discusses six red flags to look out for that may indicate that the school doesn't have a scientific approach to its teaching of reading and spelling. The six red flags are around some of the answers a parent might get to the question: "Can you tell me about how reading and spelling is taught here?" "We believe..." "We promote a love of reading" "Different teachers teach reading and spelling differently" "Not all learners learn to read and spell the same way" "Students are at different points so we don't teach them the same content / same way..." "We use an inquiry approach to teaching literacy" In the second part of the episode, we talk about the answers you want to hear when asking this question. Visit the Dyscastia website for the complete show notes and links.

This episode answers the common questions schools and parents have when changing from a whole-language or balanced literacy way of teaching to one supported by scientific evidence. “Why wasn’t my older one taught reading this way” “Why have the take-home readers changed and why do the new ones look so basic compared to the old ones?” “Where have the levelled readers and Running Records gone?”“What’s this stuff about phonological awareness?” “Why are the students and teachers doing activities that look like ‘rote learning’ and ‘drill’ in the classroom?” “What happened to “chunky monkey” and “flippy dolphin” and why must we insist on kids sounding out words now” “Why do parents now have to do a course before being able to volunteer to listen to kids read in the classroom?” “Why didn’t my struggling 12-year-old get this type of intervention when they were in year one?” These are the types of questions that schools who have begun changing how they teach reading (and spelling) face from parents who have noticed the differences. They’re excellent questions because when a school flicks the switch and starts to jettison a whole-language or balanced literacy way of teaching, there are highly noticeable changes. So as well as teaching the kids, schools are needing to also teach parents about what’s happening. Some of these questions are very awkward to answer because the ugly truth is that there are students at the end of primary school who have missed out on this higher quality instruction. It’s not fair, but it’s inevitable. This fact breaks the heart of educators and we all look back, with much sadness when we think about what we did before, and the students we could have done better for. If any of us could turn back the clock, of course, we would have taught this way all along. Is this teaching just another trendy educational innovation that will soon pass? No! Phonics teaching dominated the landscape before whole language and its offspring, balanced literacy became the norm in schools. These ideologies were based on some understandable misconceptions. The popular thinking went like this: Because (most) kids learn to speak by being immersed in their mother tongue (naturally – with no repetitive explicit teaching needed), then reading instruction should also involve a similar immersion in the printed word, and learning to read must also be a natural process. This turned out to be a logical fallacy that gave us three decades of way too many struggling readers. So what came next? The U.S. published an inquiry into this situation in 2000, the U.K. did their own and then Australia also inquired into this in 2005. All three inquiries looked closely at current reading research. Some of this research was from brain imaging studies that were discovering that there are indeed, brain circuits (hardware) ready to go to learn spoken language. However, no such hardware had evolved in the brain that’s ready to learn to read and write. There was nothing innate or natural about learning to read. The skills of reading and writing have to be carefully and meticulously welded on, through highly explicit teaching, to neural circuits that are designed for other tasks. So, these inquiries from the U.S., U.K. and Australia found the same thing: the teaching of reading needs to be highly structured, highly explicit, sequential and heavily based in phonics to get the best results for the maximum number of students. Following the release of the Australian inquiry’s findings (2005), not one recommendation was implemented. Blows your mind but also gives you an idea of how deeply embedded whole language approaches were in the DNA of reading instruction and how anti-science the educational policymakers and teacher training institutions really were. There was also significant pushback from big corporations who had built very lucrative businesses based on selling whole language-based programs to schools. So, the vast majority of Austr

In this episode, we talk to Dr Sandra Marshall, BMBS FRACGP Dip Child Health, a General Practitioner in South Australia and Chairperson of Code Read Dyslexia Network. Sandra shares her insights for parents and teachers on advocating for kids living with learning difficulties. Show notes Dr Sandra Marshall realized that there was a problem with how reading is taught in Australia when her own sons started to struggle in primary school. After trying to get help for her sons, Sandra found perhaps her most important calling and knew that the journey ahead wouldn’t only mean advocating for her own boys but for kids and their parents all over Australia who were on the same journey. Sandra, a GP by day, donned her superhero cape, and by night became (at least in our opinion) the most influential figure in dyslexia and evidence-based teaching of reading advocacy in Australia. With unerring humility, patience and grit, Sandra and her muse and mentor, ex-principal Ophie Renner, rallied the troops – parents, teachers, principals, specialists in the area of reading (and the odd politician along the way) and set out on a remarkable journey. Fast forward a decade and a bit, and there has been a tectonic shift in how we teach reading in Australia. The earth shook when South Australia implemented the Phonics Screening Check (PSC), despite opposition from all of the expected places, but also from some surprising corners! The good doctor and her band of merry followers were instrumental in this, and now, South Australia is considered worldwide to be a leading light in the adoption of evidence-based teaching of literacy. In this interview, Michael and Bill talk with Sandra about the road behind, the long road ahead and importantly, how Sandra has been so incredibly successful at getting people on board and keeping them on board. Sandra has the special sauce in working with people to make change and has much to teach us all about how we can successfully advocate for our own children and also other vulnerable kids living with the Ds. Links from Episode Code Read Sandra is the Chair of Code Read – see the links below Code Read is reliant on continued fundraising to operate. Please register for the 2022 Equal Right to Read Virtual Run to support Sandra and others to continue advocating. https://codereadnetwork.org/get-involved/equal-write-to-read-virtual-run-back-in-march-2022/ So many parents don’t know where to go, and as Sandra says, there’s plenty of snake oil out there. This webpage gives guidance on where to go to get help: https://codereadnetwork.org/help-is-here/where-to-go/ or for incredible resources, go to: https://codereadnetwork.org/help-is-here/resources/ If you are in SA, you can also go to www.fullartonhouse.com.au, or if you are looking for a specialist tutor/teacher, you can find one at https://dyslexicstrengths.com.au/south-australian-literacy-specialists-tutor-register/ David Pescud’s ABC’ Conversations’ Interview https://www.abc.net.au/radio/programs/conversations/conversations-david-pescud-rpt/8345200 David’s was the impetus behind the formation of Code Read and financially backed the formation of this national body (as long as Sandra agreed to be the Chairperson!) David is interviewed by the amazing Richard Fielder on ABC’s ‘Conversations.’   South Australian Evidence-Based Teaching of Literacy Study Tour: Salisbury Primary School Sandra discusses the need for teachers to be able to go into other schools doing great things in the teaching literacy space. We do something like this, and we’re pretty good at it! Email Bill bill@hansberryec.com.au to express interest in this professional learning opportunity. A shout to everyone involved over the journey – all DAGBAGS, Dyslexia SA, Code Read DAGBAGS/Dyslexia SA members/admins/and helpers along the way: Adrian BorgAlex WardAlexander EdmondsonAllison QuinlanAllyson DutshkeAmy BunderAndrew McPhailAndrew McPhailAngela WeeksAnna BamptonAnne Bamp

Dyscalculia literally means disorder in calculation. It's real and it impacts about 5-7% of the population. It is also one of the Specific Learning Difficulties (SLDs) so we need to talk about it. It’s so common to hear people say “I’ve just never had a head for numbers” or “I’m terrible at maths” that we don’t flinch when we hear it. But, what would you think if you heard someone say “I’ve never had a head for letters and speech sounds” or “I’m dreadful at reading”? When you think about it, you realise that it’s far more common (and socially acceptable) for people to talk about openly maths difficulties than any other learning issues, so, it’s no wonder that dyscalculia is far less talked about than dyslexia or dysgraphia and remains hidden.

In this episode, Michael and Bill do their very best to arm parents and educators with information about dyslexia and dysgraphia so they can better spot a good intervention and avoid precious time and money on unproven and disproved treatments. Dyslexia and dysgraphia – huge enough on their own and often live together in one brain making life doubly hard for people. There’s just so much misleading information out there about these Specific Learning Difficulties. It was just the other day Bill gave some advice to a very grateful tradesperson about not paying a nutritionist who had claimed that a change in his son’s diet could help his dyslexia! Until you understand the core difficulty of any SLD, you are vulnerable to all sorts of snake oil and quackery. What a minefield for parents. 

In this episode, Michael and Bill delve into what Specific Learning Difficulties are and the advantages vs the disadvantages of using terms like learning difference, disability or disorder to describe them. So what do we call it when a person can’t learn to do something like reading, writing or maths as easily as what is considered normal?  It’s a touchy subject and to be honest, it probably depends on the context you’re in when talking about it and whom you're talking to. Sometimes our context is trying to get funding schools to better support kids at school, sometimes it’s raising awareness in the community about learning problems and the long term impact they have on students. In these contexts, we want to talk in a way that underlines the functional severity of these difficulties and the lasting impact they have on young people (especially if not dealt with and properly resourced). So, in those contexts, we might use terms like disability or disorder. Then there’s the toughest context – a child who needs their difficulty explained to them, carefully,  in a way that doesn’t talk down to them or minimise the problems they experience, but at the same time doesn’t crush their soul. In this context, we may tread too lightly and talk about brains working differently and put too little attention on the very real hardships the child experiences every day at school. It’s tough and it deserves exploring because regardless of the context there’s just so much at stake. So let’s go there!