The message is clear – for schools aiming to improve their students’ literacy outcomes, using decodable readers as part of their systematic synthetic phonics instruction is vital.

This workshop is designed to provide educators with a comprehensive look at how students can build their word recognition and fluency by applying their phoneme–grapheme knowledge to decodable readers.

During this session you’ll be introduced to the Sound Waves Decodable Readers and find out how they can be used to deliver effective, systematic reading practice for beginning readers.

Who’s this for?

• educators familiar with Sound Waves Literacy’s synthetic phonics lessons who want to improve their knowledge and effectively utilise Sound Waves Decodable Readers
• early years classroom teachers, learning support teachers and teacher aides (Foundation–Year 2)
• stage leaders, literacy leaders and curriculum coordinators

What’s covered?

• a look at the core components of learning to read and spell, including the research-based model The Simple View of Reading ^{1, 2}
• an explanation of the key features of effective decodable readers and how they should be incorporated into early years literacy lessons
• a guided read-through of a Sound Waves Decodable Reader
• practical strategies for implementing and differentiating reading instruction to ensure every student has a positive and successful experience
• a review of effective reading assessment resources
• a review of the suite of Sound Waves Literacy resources used to support high-quality reading and spelling instruction

Length of workshop

This workshop runs for about one hour, and you’ll receive a PL certificate of participation.

Register now, or contact us if you have any questions.

References
1. Hoover, WA & Gough, PB 1990, ‘The simple view of reading’, Reading and Writing: An Interdisciplinary Journal, vol. 2, no. 2, pp. 127–160, https://doi.org/10.1007/BF00401799
2. Hoover, WA & Tunmer, WE 2018, ‘The simple view of reading: three assessments of its adequacy’, Remedial and Special Education, vol. 39, no. 5, pp. 304–312, https://doi.org/10.1177/0741932518773154