Enhancing Learning: A Guide for Educators to Foster Engagement, Challenge, and Achievement

See Dyslexia Differently

Thu, 01 May 2025 01:26:45 GMT

Animation by the British Dyslexia Association

This animated video seeks to preempt misconceptions among young audiences by shedding light on the real challenges dyslexic children face whilst also acknowledging their strengths and potential.

Watch on youtube https://youtu.be/11r7CFlK2sc

Five ways to support a child with learning difficulties

Tue, 05 Nov 2024 23:49:28 GMT

An interview with Sarah Asome

Literacy rates in Australia are at an all time low, with 44% of adult Australians living without functional literacy skills, according to the Australian Bureau of Statistics.

Sarah Asome, one of our Master trainers at the Dyslexia Orton-Gillingham Institute, and esteemed Principal of Bentleigh West Primary School in Melbourne, is passionate about contributing to improved literacy rates in Australia, and believes that there are some very simple steps we can all take to make it happen.

A dedicated teacher, focussing on children with neurodiversity, Sarah’s life changed when she travelled to the US to attend the International Dyslexia Association conference after being awarded the title of "Teacher of the Year" in Victoria in 2015.

“That’s when I first heard Ron Yoshimoto speak, and it was truly life-changing,” she said.

A specialist dyslexia trainer and founder of the Yoshimoto approach to Orton-Gillingham teacher training, Ron spoke about his approach to literacy teaching as something that could be valuable for all learners, not just children with learning difficulties.

“After hearing Ron speak I knew his approach was exactly what we needed in our classrooms,” she said.

“So I encouraged him to travel to Australia and work with the staff at my school. The results were incredible.”

Sarah has since been trained as a Yoshimoto O-G Master Trainer, with the Dyslexia Orton-Gillingham Institute, educating teachers all over Australia in the Ron Yoshimoto approach.

“It’s truly been a game-changer for the schools we have worked with,” she said.

“We had one principal recently report that their intervention rates went from 25% to 6% after implementing the Yoshimoto Orton-Gillingham approach through our teacher training - which is a fantastic result. But we need to do more.”

With one in three children “falling short” in their reading skills according to the 2024 Grattan Institute Report, Sarah understands that there is still a long way to go, but she’s also hopeful that with the right information we can all contribute to moving the dial.

According to Sarah, there are five steps that parents, teachers and principals can take to help children who are falling behind, in order to prevent the rising gap in literacy among Australian children.

Step 1. Be aware of family history

Sarah says the first step in understanding if a child might need extra help at school is to look at their family history.

“Sadly our understanding of dyslexia and diverse ways of learning is relatively new, so many adults have never been diagnosed and have just found ways to live with their learning challenges,” Sarah said.

“So the first place to look is within a child’s family to see if there is a history of learning challenges.

“This is a really helpful way of highlighting whether a child might be at risk of learning challenges, or may need extra support as they start school.”

Step 2. Look for the signs early

If you notice something isn't quite right with a child’s learning, it’s important to speak to a speech therapist or child psychologist to get them assessed early.

And when Sarah says “early” she means preschool or kindy age.

“If a child can’t read by the time they’re in year three, it’s a 75% chance they won’t be able to close that gap,” Sarah said.

“So making sure you intervene early and quickly will give your child the best chance at learning.”

Step 3. Talk to the school

If a child has been assessed for learning difficulties or seems to be falling behind in the classroom it’s a good idea to speak to their preschool or school administrators to see where they may be able to help.

Many schools provide support for students who are falling behind. This may also be a good time to introduce the school, particularly the principal, to teaching approaches such as the Yoshimoto Orton-Gillingham approach , as it’s for all learners and has been proven to help schools in reducing the number of children needing literacy intervention.

“The Yoshimoto approach is relatable to whole class instruction as well as the individual who has special needs,” Sarah said.

“So it’s the ideal teaching method for principals to introduce to their educators, as it covers all aspects of literacy, incorporating reading and writing for everyone no matter their level of understanding.”

Step 4. Find a tutor

If your child or student is found to have a learning difficulty, or just learns in a different way, the best way to support them outside of the classroom is to engage with a one-on-one tutor.

“This could be a speech therapist or a Multisensory, Orton-Gililngham trained tutor,” Sarah said. “A professional who can support the child with additional training early so that they can keep up in the classroom and won’t be left behind.”

Step 5. A lifetime of learning

As a parent, teacher or principal you also have the power to make an enormous difference in the lives of children by learning more about best practice methodologies to teaching.

Attending a Yoshimoto Basic Training course is the best place to start, if you’re looking for new ways to engage your children in lifelong learning.

“The Yoshimoto approach is about using repetition to reinforce learning overtime, and ensuring everyone is absolutely comfortable with the concept before introducing something new,” Sarah explains.

“It’s about teaching children “why” rather than “what” - it is also highly researched and backed by evidence, and the results speak for themselves.”

While these courses are tailored to educators, they can also be incredibly valuable for parents who are looking for better ways to understand language and how it works.

To learn more about our training courses visit the Dyslexia Orton Gillingham Institute courses page for more information.

Early intervention essential in improving literacy and self-esteem in children

Mon, 19 Aug 2024 01:23:24 GMT

An interview with Kate Watt

Kate Watt, a Master trainer with the Dyslexia Orton-Gillingham Institute, says that she looks back on her early years as an educator with a tinge of regret.

“I now know I wasn’t actually taught how to teach kids correctly, I didn’t have the skills or the knowledge,” she said.

“I was straight out of University, where we were trained in the whole language-approach. It makes me really sad to think about the kids I taught who may have slipped through the cracks - but I didn’t know what I didn’t know.”

It was Kate’s experiences with dyslexia within her own family that made her more aware of the failings of the education system - taking her on a journey to find an alternative teaching method that would speak to a wider range of learners.

“When I started as a teacher, learning difficulties weren’t ever discussed, let alone how to identify them or what to do once a diagnosis was made,” she said.

“It wasn’t until I experienced dyslexia within my own family that I discovered there were more effective ways of teaching based on research which can support the many different types of learners we have in our classrooms.”

While a lot has changed since Kate started teaching, there are still many teachers who miss the early signs of dyslexia and don’t know how to educate children with learning difficulties, which Kate says is leading to a major systemic failing.

“If children with learning difficulties aren’t picked up early, it can result in a loss of confidence which then becomes a self-fulfilling prophecy, once a child feels like they’re no good at something they’ll tune out and fall behind, and the gap in their literacy just increases over time,” Kate said.

Sadly, falling behind in school can have additional impacts, beyond literacy, such as self-esteem issues, poor behaviour, and mental health challenges.

After learning more about the positive impact early intervention can have on literacy, Kate made it her mission to be an agent of change.

“As a mother and a teacher I wanted to make sure no child would be left behind on my watch,” Kate said.

“I started working privately with kids who had learning difficulties, and it was incredible to see the changes that could be made with early intervention - they could not only do the work, but their self-esteem improved too.”

That’s when Kate discovered Ron Yoshimoto’s approach to the Orton-Gillingham teaching method.

The Orton-Gillingham teaching method is known worldwide as the standard approach for teaching children with dyslexia, but it was Ron Yoshimoto’s course that really stood out to Kate as a method that could be applied for all learners.

“When I did the course with Ron, it was a hands-down lightbulb moment for me - it was very confronting actually because it revealed just how poorly I had been trained as a teacher,” Kate said.

Kate says that the best thing about the Yoshimoto approach is that it’s not just theoretical, it’s practical.

“I loved how practical it was - any teacher could pick up a lesson plan and do it. It teaches the how and the why, then it provides educators with the hand-on experience they need to start lesson planning straight away. I’m really passionate about it, I get excited every time I talk about it.”

The Yoshimoto Orton-Gillingham approach is endorsed by the International Dyslexia Association which recognises courses which provide a ‘gold standard approach’ to teaching children with dyslexia.

When it comes to improving literacy rates in our children, Kate’s advice to parents and educators is to take early signs of literacy challenges seriously so you can provide solutions quickly.

“Early intervention is critical when it comes to improving literacy rates. If you think about it, the rich get richer and the poor get poorer, the kids who have a good foundational understanding of literacy just excel and those who don’t will keep falling further and further behind,” Kate says.

“That very first year of school is essential, and the Yoshimoto approach is universal. It helps all learners to grasp the fundamentals by teaching them the rules behind spelling, the phonology, syllables and morphology.

“If you notice that a child is struggling with reading or spelling, please don’t wait, it’s so important to get on top of it early,” Kate said. “It can be life-changing.”

“We need to equip teachers with the skills and knowledge they need to teach all children effectively and they should also have an awareness of the red flags that might highlight that a child is struggling,” she said.

“The Yoshimoto Orton-Gillingham approach helps all learners, not just for kids with learning difficulties like dyslexia, it’s just a clearer way of teaching literacy as a whole and will benefit every child in your classroom.”

Teaching for Effective Learning

Mon, 20 Nov 2023 23:55:09 GMT

Nurturing Excellence: Principles of Effective Teaching and Learning

As educators, our primary goal is to facilitate effective learning that goes beyond the acquisition of knowledge. We strive to create an environment where students are not just passive recipients but active participants in their own education. In this blog post, we will explore some general principles of effective teaching and learning, with a focus on designing learning experiences that enhance learner engagement, challenge, and achievement.

Engagement is the cornerstone of effective teaching. When students are engaged, they are more likely to be motivated, attentive, and invested in their learning. To achieve this, educators should consider the interests and backgrounds of their students, making lessons relevant and relatable. Utilising a variety of teaching methods, such as interactive multisensory activities, group discussions, and real-world applications, can also contribute to increased engagement.

Research is a dynamic process that allows educators to stay current with best practices and adapt their teaching methods accordingly. Engage in continuous professional development and explore the latest educational research to refine and improve your teaching strategies. Platforms like the Education Department of South Australia's website provide valuable resources and insights to inform your teaching practices.

As educators, our commitment to creating effective learning experiences is paramount. By prioritising learner engagement, embracing challenges, and incorporating research-driven strategies, we can foster an environment that promotes not only academic achievement but also a lifelong love of learning.

If you are have the time to do some reading and self reflection this upcoming school holidays, take the time to explore the wealth of resources available on the Education Department of South Australia's website and discover new insights to enhance your teaching journey.

https://www.education.sa.gov.au/schools-and-educators/curriculum-and-teaching/teaching-effective-learning

Supporting your child with dyslexia through the School Journey with Sarah Asome

Thu, 03 Dec 2020 02:42:09 GMT

Code Read Dyslexia Network Present's specialist dyslexia teacher Sarah Asome for this webinar about supporting your child through the school journey.

Sarah Asome - Response to Intervention

Fri, 24 Jul 2020 05:20:53 GMT

Sarah Asome delivers a wonderful presentation about how Response to Intervention is used at Bentleigh West Primary School to improve learning for all. Uploaded with permission.

Sarah Asome - Identifying syllables

Thu, 21 Sep 2017 05:36:51 GMT

Sarah Asome, Teacher - Bentleigh West Primary School VIC

Thu, 20 Apr 2017 05:32:59 GMT

Sarah explains the importance of phonics in early reading instruction and its impact on later reading skills.

Sarah Asome - Outstanding Primary Teacher Award

luke.sullivan@cogbranding.com.au (COG MARKETING) — Tue, 15 Dec 2015 02:15:11 GMT

We are thrilled to announce that Mrs Asome was recognised for her work in the area of dyslexia at the 2015 Victorian Education Excellence Awards, winning the Outstanding Primary Teacher Award.