『Dyscastia』のカバーアート

Dyscastia

Dyscastia

著者： Michael Shanahan & Bill Hansberry
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 A podcast for parents and educators on the best way to support kids living with learning difficulties such as dyslexia, dysgraphia and dyscalculia. Do you, your partner, child, a relative, or a student grapple with an identified (or suspected) Specific Learning Difficulty (SLD)? Knowing what to do next can be scary. You’re not alone. Presented by Michael Shanahan Michael is a specialist reading and maths intervention tutor in Adelaide, South Australia. Michael lives with dyslexia, dysgraphia, and ADHD and is the parent of two amazing kids (now adults) who also live with SLDs, giving him firsthand experience of how much effort people living with learning difficulties must put in to succeed. His lived experience informs his approach, ensuring his teaching and advice are evidence-based and deeply empathetic.Copyright 2021 All rights reserved. 人間関係 子育て
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  • The Literacy Support Kit with Sally Andrew

    The Literacy Support Kit with Sally Andrew
    2025/02/10
    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-syllable words. 8. High-Frequency Words: A Key Component High-frequency words are essential for reading fluency.Traditional word lists cause stress for many students (e.g., weekly school spelling tests).LSK includes: Traceable worksheets for repeated practice.Snakes and Ladders game using high-frequency words.Word search puzzles for additional reinforcement. 9. The Power of Repetition and Daily Practice Flashcard Decks: Each new letter or sound is added to a child’s personal deck.Spelling Drills: Structured practice with traceable letters for extra support.Daily reinforcement builds automaticity without overwhelming students. 10. Who Can Use the Literacy Support Kit? Teachers and tutors looking to support struggling students.Parents who want a structured, easy-to-follow literacy program.Intervention specialists who need additional materials to customize instruction.The LSK is simple enough that parents can use it at home, even without formal training. Resources & Links The Literacy Support Kit (LSK) Word ...
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    1 時間 3 分
  • What high-performing countries are doing in maths. With Liana McCurry

    What high-performing countries are doing in maths. With Liana McCurry
    2024/04/05

    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.

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    1 時間 20 分
  • The Importance Of Daily Review

    The Importance Of Daily Review
    2024/01/18
    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. David, Michael and Bill discuss how Australia’s infatuation with making learning fun instead of focusing on effective teaching has had disastrous results. David talks about digital tech and books by Cal Newport, one being “Deep Work”, which talks about all of us (adults and kids) needing to cultivate the ability to concentrate for long periods to create good things in the world. David mentions a podcast episode by Greg Ashman on student motivation. David’s presentation for LDA is well worth a watch David’s Webinar on Spaced, Interleaved and Retrieval Practice for LDA is worth watching. Playberry Laser has some lessons up online where review can be seen in action, as well as some other excellent teaching at St Francis School Lockley’s South Australia. Comments and questions are welcome! If you’re an educator, we would love to hear about your experiences with integrating structured daily review into your teaching. If you have a child in a classroom or ...
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    1 時間 14 分

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