Phonics 1-to-1: A Sounds-Write Symposium

Meet our Speakers

We've gathered some of the top experts in the field to discuss this topic. With years of experience between them, they're well-equipped to offer invaluable insights and perspectives.

Faith Borkowsky

Founder, High Five Literacy and Academic Coaching

Gemma Boyle

Senior Psychologist, Dyslexia-SPELD Foundation

Melinda Crean

Founder, Top Notch Teaching (topnotchteaching.com)

Miriam Fein

Speech-Language Pathologist and Reading Specialist

Kelly Fullarton

Senior Clinical Psychologist, Dyslexia-SPELD Foundation

Helen Hampton

Specialist Literacy Tutor and Sounds-Write Trainer, Soundliteracy (soundliteracy.com.au)

Pam Heath

Sounds-Write Trainer, Independent Sounds-Write Trainer

Jan Hillary

National Leader of Education

Naomi Hinton

Head of Training (Sounds-Write), Sounds-Write

Sarah Horner

Sounds-Write Trainer, Bloomfield Learning Centre

Alison Perry

Sounds-Write Trainer, Soundality (soundality.com.au)

Theresa Plummer

Sounds-Write Trainer, St George’s CE Primary School

Lisa Watts

Sounds-Write Trainer, Psychologist, and Tutor Manager, Dyslexia-SPELD Foundation

Talks

Supporting Intervention children to access the whole class lesson.

Getting the most out of intervention - Essential Components of an Intervention Session

Small habits can make a big difference: Integrating sound, spelling, and meaning

Developing blending and segmenting skills

Progress vs. Proficiency: Why Your Student is Not Closing the Gap.

Importance of precise pronunciations of phonemes

Spelling Interventions in Years 3 to 6

Supporting Students with Poor Phonemic Awareness

Strategies to Ensure that All Students Can Participate in Classroom Activities

Addressing individual literacy needs: Understanding the importance of a whole school graduated approach.

Sounds-Write intervention and adjustments for students who have issues with working memory and phonemic awareness

Let's Play! 10 High-Quality Phonics Games and Activities for the Classroom and Clinic.

Not if but how – the moral imperative for teaching every child to read

Intervention in Action