Educating

Early identification of literacy learning differences is crucial

Understand

how the brain learns to read.

Neuroscience is continually advancing. We now know brains learn to read in the same way, however, this doesn't mean they learn at the same pace. Understanding ‘Why’ and educators in evidence-based practice.

Growing understanding about how children learn to read, write and spell.

Professional Learning

We offer a range of professional learning opportunities including in-school consultancy and teacher only days, plus our 2023 workshops held across New Zealand.

The iDeaL Approach

Providing the knowledge and tools to implement a comprehensive Structured Literacy approach that lifts literacy outcomes when delivered as intended.

Resources

knowing 'How' we learn to read is vital to be able to support students with a literacy learning difference such as dyslexia. Know what the warning signs look like.

Early identification of literacy learning differences is crucial. We must not wait for failure. As educators it’s not our role to diagnose, but we do need the confidence to recognise warning signs and know the steps to intervene. An early universal screening assessment that aligns with evidencebased practice can be used to determine a student’s risk of a literacy learning difference.

If warning signs are identified, this does not necessarily mean the student has a literacy learning difference. It may indicate the student has not received sufficient instruction. If effective evidence-based instruction is delivered with fidelity and the student continues to struggle, they may have a literacy learning difference.

Align teaching practice with research and evidence.

Remove elements that do not align.

Conflicting practices just aren’t going to work for our students with literacy learning differences. We need to be sure intervention (within and outside school) aligns with current research and evidence. Students with significant challenges in literacy will likely require a combination of quality mainstream Tier 1 teaching, the opportunity for repetition with an experienced intervention educator (Tier 2 and Tier 3), and external specialist support. These teaching practices need to align and complement one another (not compete with one another) for the betterment of the student.

Be equipped with the appropriate resources and teaching materials.

When you have the knowledge and understanding, you also require tools to be able to deliver a gold-standard evidence-based teaching approach. Look for appropriate supporting resources and teaching materials that align with how the brain learns to read.

www. learningmatters .co.nz

We offer a wide range of resources to support the implementation of evidence-based Structured Literacy. admin@learningmatters.co.nz |

When it comes to our most vulnerable learners, it is essential that we have embedded a teaching practice that aligns with what the research and evidence tells us is the most effective. The International Dyslexia Association recommends a Structured Literacy approach. This approach is not just about what we teach, but how we teach, and it’s so positive to see the introduction of Structured Literacy in many schools across New Zealand.

Self-esteem and motivation can change when students receive the right type of evidence-based teaching as early as possible. For this to occur we need a mass of skilled educators who are knowledgeable in the complexities involved in learning to read. As a profession, we must be able to speak to what is going on with our students with dyslexia and support them to be literate, after all, dyslexia is a literacy learning difference.