Crossmapping: A Multiple Linguistic Lenses Word Analysis Framework

In this practical workshop, learn about the what, why, when and how to implement ©Daffern’s cross-mapping task: a multiple linguistic lenses framework.
Build your confidence and capacity to effectively teach vocabulary and spelling using Daffern’s research-based framework for structured word analysis. Worked examples will be unpacked, and participants will be mentored as they complete and share their own word analysis task.

Samples of research evidence underpinning Daffern’s framework:

• Daffern, T. (2020). Supporting meaning-making through spelling. In T. Daffern, & N. M. Mackenzie (Eds), Teaching writing: Effective approaches for the middle years (pp. 163-184). Routledge
• Daffern, T. (2018). Innovative linguistic inquiries in the primary classroom. Practical Literacy: The Early and Primary Years, 23(1), 10-13
• Daffern, T (2016). An examination of spelling acquisition in Years 3 to 6. PhD Thesis. Charles Sturt University, Albury-Wodonga, NSW
• Daffern, T. (2016). What happens when a teacher uses metalanguage to teach spelling? The Reading Teacher, 70(4), 423-434 DOI: 10.1002/trtr.1528
• Daffern, T. (2015). Helping students become linguistic inquirers: A focus on spelling. Literacy Learning: The Middle Years, 23(1), 33-39