Learn to analyse literacy errors, identify underlying learning needs, and apply targeted, evidence-informed intervention strategies with confidence.
Suitable for: teachers, teacher assistants, literacy leads.
Suitable for: Teachers, teacher assistants, literacy leads, learning support staff, educators and professionals supporting students with reading and spelling difficulties.
This professional development workshop provides educators with practical tools for analysing reading and spelling errors and identifying the underlying factors that may be contributing to a student’s literacy difficulties. Rather than simply identifying that a student is struggling, participants learn how to examine patterns in reading, spelling and written language to better understand what a student knows, what they are finding difficult and what may need to be taught next.
Through an evidence-informed approach, participants explore error analysis, task analysis and dynamic assessment as practical tools for understanding individual literacy needs. The training considers how student responses, errors and behaviours can provide useful information about areas such as phonological awareness, phonics, decoding, spelling, word recognition and orthographic knowledge.
Participants learn how to connect assessment information with targeted literacy instruction and intervention strategies. This supports educators to make more informed teaching decisions, select appropriate instructional approaches and respond to individual student needs.
The workshop is particularly relevant for educators supporting students who experience reading difficulties, spelling difficulties, dyslexia and other literacy learning needs. It provides practical strategies that can be applied in classroom, learning support and intervention settings.
Training can be tailored to your organisation and staff needs, including your students, year levels, literacy priorities and existing assessment and intervention practices.
Goals of the Training:
