Research Publications for Susan J H (Sue) Dymock

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Publications ByDYMOCK, Susan J H (Sue)

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  • Dymock, S. (2019). Yes, spelling should be taught. Learning Difficulties Australia, 51(1), 31-35. Retrieved from https://www.ldaustralia.org/lda-publications.html

  • Dymock, S. (2019). Writing for impact: Teaching students how to write non-fiction text. In Learning Difference Convention. Convention held at both the UNSW Roundhouse, Sydney and the University of Melbourne, Melbourne, Australia..

  • Dymock, S. (2019). Teaching reading comprehension. In Learning Difference Convention. Convention held at both the UNSW Roundhouse, Kensington, NSW and the University of Melbourne, Victoria, Australia.

  • Nicholson, T., & Dymock, S. (2019). Writing for impact: Can we do better?. Literacy Forum NZ, 34(2), 13-22.

  • Dymock, S. (2018). Persuasive writing – How to do it better!. In NZ Literacy Association Conference. Literacy Landscapes 2018. Conference held Palmerston North, New Zealand.

  • Dymock, S. (2018). Should spelling be caught or taught?. In NZ Literacy Association Conference. Literacy Landscapes 2018‎. Conference held Palmerston North, New Zealand.

  • Nicholson, T., & Dymock, S. (2018). Writing for impact: Teaching students how to write with a plan and spell well (Vol. 1 & 2). Wellington, New Zealand: NZCER. Retrieved from https://www.nzcer.org.nz/writing-for-impact

  • Dymock, S., & Nicolson, T. (2017). To what extent does children’s spelling improve as a result of learning words with the look, say, cover, write, check, fix strategy compared with phonological spelling strategies?. Australian Journal of Learning Difficulties, 22(2), 171-187. doi:10.1080/19404158.2017.1398766

  • Dymock, S. (2017). Recognising dyslexia in second language learners. In ESOL Literacy Sharefest. Conference held at , Te Papa, Wellington, New Zealand.

  • Nicholson, T., & Dymock, S. (2017). Zero to hero. In Swings and roundabouts (Spring 2017 ed., pp. 18-19). Wellington, New Zealand: Early Childhood Council.


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