Dyscastia

In this episode, we talk to Dr Sandra Marshall, BMBS FRACGP Dip Child Health, a General Practitioner in South Australia and Chairperson of Code Read Dyslexia Network. Sandra shares her insights for parents and teachers on advocating for kids living with learning difficulties.

Dr Sandra Marshall realized that there was a problem with how reading is taught in Australia when her own sons started to struggle in primary school. After trying to get help for her sons, Sandra found perhaps her most important calling and knew that the journey ahead wouldn’t only mean advocating for her own boys but for kids and their parents all over Australia who were on the same journey. Sandra, a GP by day, donned her superhero cape, and by night became (at least in our opinion) the most influential figure in dyslexia and evidence-based teaching of reading advocacy in Australia.

With unerring humility, patience and grit, Sandra and her muse and mentor, ex-principal Ophie Renner, rallied the troops – parents, teachers, principals, specialists in the area of reading (and the odd politician along the way) and set out on a remarkable journey.

Fast forward a decade and a bit, and there has been a tectonic shift in how we teach reading in Australia. The earth shook when South Australia implemented the Phonics Screening Check (PSC), despite opposition from all of the expected places, but also from some surprising corners! The good doctor and her band of merry followers were instrumental in this, and now, South Australia is considered worldwide to be a leading light in the adoption of evidence-based teaching of literacy.

In this interview, Michael and Bill talk with Sandra about the road behind, the long road ahead and importantly, how Sandra has been so incredibly successful at getting people on board and keeping them on board. Sandra has the special sauce in working with people to make change and has much to teach us all about how we can successfully advocate for our own children and also other vulnerable kids living with the Ds.

Code Read

Sandra is the Chair of Code Read – see the links below

Code Read is reliant on continued fundraising to operate. Please register for the 2022 Equal Right to Read Virtual Run to support Sandra and others to continue advocating.

https://codereadnetwork.org/get-involved/equal-write-to-read-virtual-run-back-in-march-2022/

So many parents don’t know where to go, and as Sandra says, there’s plenty of snake oil out there. This webpage gives guidance on where to go to get help:

https://codereadnetwork.org/help-is-here/where-to-go/

or for incredible resources, go to:

https://codereadnetwork.org/help-is-here/resources/

If you are in SA, you can also go to www.fullartonhouse.com.au, or if you are looking for a specialist tutor/teacher, you can find one at https://dyslexicstrengths.com.au/south-australian-literacy-specialists-tutor-register/

David Pescud’s ABC’ Conversations’ Interview

https://www.abc.net.au/radio/programs/conversations/conversations-david-pescud-rpt/8345200

David’s was the impetus behind the formation of Code Read and financially backed the formation of this national body (as long as Sandra agreed to be the Chairperson!) David is interviewed by the amazing Richard Fielder on ABC’s ‘Conversations.’

South Australian Evidence-Based Teaching of Literacy Study Tour:

Salisbury Primary School

Sandra discusses the need for teachers to be able to go into other schools doing great things in the teaching literacy space. We do something like this, and we’re pretty good at it! Email Bill [email protected] to express interest in this professional learning opportunity.

A shout to everyone involved over the journey – all DAGBAGS, Dyslexia SA, Code Read

DAGBAGS/Dyslexia SA members/admins/and helpers along the way:

Adrian Borg

James Magnoson

Nick Champion MP

Dyscalculia literally means disorder in calculation. It's real and it impacts about 5-7% of the population. It is also one of the Specific Learning Difficulties (SLDs) so we need to talk about it.

It’s so common to hear people say “I’ve just never had a head for numbers” or “I’m terrible at maths” that we don’t flinch when we hear it. But, what would you think if you heard someone say “I’ve never had a head for letters and speech sounds” or “I’m dreadful at reading”? When you think about it, you realise that it’s far more common (and socially acceptable) for people to talk about openly maths difficulties than any other learning issues, so, it’s no wonder that dyscalculia is far less talked about than dyslexia or dysgraphia and remains hidden.

In this episode, Michael and Bill do their very best to arm parents and educators with information about dyslexia and dysgraphia so they can better spot a good intervention and avoid precious time and money on unproven and disproved treatments.

Dyslexia and dysgraphia – huge enough on their own and often live together in one brain making life doubly hard for people. There’s just so much misleading information out there about these Specific Learning Difficulties. It was just the other day Bill gave some advice to a very grateful tradesperson about not paying a nutritionist who had claimed that a change in his son’s diet could help his dyslexia! Until you understand the core difficulty of any SLD, you are vulnerable to all sorts of snake oil and quackery. What a minefield for parents. 

In this episode, Michael and Bill delve into what Specific Learning Difficulties are and the advantages vs the disadvantages of using terms like learning difference, disability or disorder to describe them.

So what do we call it when a person can’t learn to do something like reading, writing or maths as easily as what is considered normal? 

It’s a touchy subject and to be honest, it probably depends on the context you’re in when talking about it and whom you're talking to. Sometimes our context is trying to get funding schools to better support kids at school, sometimes it’s raising awareness in the community about learning problems and the long term impact they have on students. In these contexts, we want to talk in a way that underlines the functional severity of these difficulties and the lasting impact they have on young people (especially if not dealt with and properly resourced). So, in those contexts, we might use terms like disability or disorder. Then there’s the toughest context – a child who needs their difficulty explained to them, carefully,  in a way that doesn’t talk down to them or minimise the problems they experience, but at the same time doesn’t crush their soul. In this context, we may tread too lightly and talk about brains working differently and put too little attention on the very real hardships the child experiences every day at school.

It’s tough and it deserves exploring because regardless of the context there’s just so much at stake. So let’s go there!