Professor Robert Savage will present data on the effects of three theory-driven interventions in grades 1, 2, and 3 in Canada (equivalent to year 1-3). In each case we evaluated experimenter-delivered, small group word reading programs among at-risk poor readers of regular schools versus controls. Study 1 explored Direct Mapping and Set-for-Variability (DMSfV) which emphasizes the use of flexible phonics; Study 2 evaluated the impact of teaching complex grapheme–phoneme correspondences derived from a ‘Simplicity Principle’; Study 3 contrasted Structured Word Inquiry, an approach that connects orthographic morphology to phonology and word knowledge in the teaching of literacy in Grade 3 poor readers. In each case, the interventions produced measurable value added over matched controls.
I am a Professor and Head of the Department of Psychology and Human Development at University College London. Until recently I was William Dawson Scholar at McGill University, Montreal, Canada and have published 100 research articles, often in leading international journals exploring children’s early reading and spelling strategies. I work with children who show both typical and atypical development (e.g. dyslexia). My work is partly on the basic underlying neuro-cognitive processes that are used in reading and spelling by children.
I am a school-based psychologist and classroom teacher by training, and from these applied experiences maintain an interest in making schools effective learning places for all children. I am interested in policy questions such as how we can make schools more inclusive and classroom teaching and parenting maximally effective for children, and the design of good evidence-based programs in achieving this aim.
I am particularly interested in preventing early reading and spelling problems, often using technology. I have published over 25 reading intervention studies on 3 continents (North America, the United Kingdom and Australia). These sorts of studies are hard to do well, but are crucial and thus take up most of my professional research time these days. This work involves helping teachers understand and use phonics, and how to use such approaches to support typical and struggling children. Our work also involves thinking about the complex spelling system of English and all the capacities needed to master it, the role of real books and other resources, and of effective professional development.
@ Frensham Heights School
Starts 14/03/2020 10.00
to 14/03/2020 12.00
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