Submissions 101-120
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Submission Number |
Author |
|
101 |
Mr Grant and Mrs Elizabeth Males, SA
This submission relates the experience of the writers’ daughter who
has been reading confidently and independently since she was three. The
submission provides details of her early reading environment and her early
reading behaviour. The submission says that her parents simply encouraged
a love of language from birth as it seemed to them that their role as
parents was to develop their child’s communication skills.
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|
102 |
Mr Ken Klaebe, NSW
This submission promotes the value of the Study Technology of L. Ron
Hubbard, and claims that the technology allows all students to really learn
any subject they really want to. The writer is a former secondary level
mathematics and physics teacher.
|
|
103 |
Mr Daniel Tarrant, WA
This submission promotes the value of the Study Technology of L. Ron Hubbard, and claims
that the technology has helped the writer to develop the ability to learn
about anything he chooses, and also helped his daughter to resolve her
difficulties with her school work without needing to ask for help.
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|
104 |
Ms Debbie Clancy, WA
This submission says that the basics of Applied Scholastics Study
Technology program has assisted the writer to understand and apply what
she was learning, and used correctly could solve a lot of literacy
problems.
|
|
105 |
Ms Wendy Bean, NSW
This submission describes the factors that contributed to her success
in improving student learning, and attitudes to learning in a small inner
city school. The submission is supported by relevant research, and
highlights the importance of: strong instructional leadership; a whole
school approach to literacy; high expectations for student achievement; an
emphasis on basic skills; continuous monitoring of student progress; and
clear and well understood school goals. The writer has worked for over 10
years as a self-employed literacy consultant in schools locally,
nationally and overseas.
|
|
106 |
Mr John Wilkins, NSW
This submission praises L Ron Hubbard’s Study Technology, claiming it
can be used by anyone in studying any subject, and that it taught the
writer how to study correctly so that he could apply the data he was
studying. The submission claims that if this technology were used in all
schools, we would dramatically improve the literacy level of all students.
|
|
107 |
Mrs Josephine Burnell, Living Communication Services, VIC
This submission describes the “DIMPA for PHON AW” Preliteracy Program
in Schools. The submission explains that this “train the trainer” package
was developed in response to requests from teachers. This package teaches
teachers how to: screen all children at school entry; screen phonological
awareness skills in addition to language comprehension and articulation
skills; analyse the risk levels of children screened; refer children for
additional support on the basis of need; run intensive phonological
awareness groups; and post-test to ensure positive results are documented.
|
|
108 |
Mr Michael Casanova, VIC
This submission provides the Inquiry with ideas relating to primary
schools, education degrees, and the Inquiry. With regard to primary
schools, the submission comments on phonics and rote learning and on
outcomes based education. With regard to education degrees, the submission
comments on maths, the distinction between academic degrees and teacher
training, and on outcomes based education. With regard to the Inquiry, the
submission comments on ‘edu speak’.
|
|
109 |
Mr Roy Strahan, WA
This submission promotes the Learning How to Learn Course from Applied
Scholastics. The writer hopes that teachers in our country are also made
aware of this technology and that the Inquiry will investigate
incorporating its materials into the public education system as a matter
of urgency. The submission says that this program, which teaches a person
not what to study, but how to study, is a real solution to ensuring that
all Australian children can read and write at a high standard.
|
|
110 |
Ms Irena Morgan, QLD
This submission provides a research paper titled Adult literacy
learners: are student-teacher relationships a key factor in the failure to
develop adequate literacy and numeracy levels? This study interviewed
eight clients from an adult language, literacy and numeracy program about
their early schooling experiences to identify common themes. The study
concluded that it is the teacher and his or her behaviors, teaching style
and attitude that develops a particular relationship with a student and
this impacts on how well the student learns.
|
|
111 |
Mr Gerard Flood, VIC
This submission briefly addresses: the purposes of literacy teaching
and the definition of literacy needs, as focussed on adolescent students
and the needs of the Australian community; the processes for establishing
the required literacy teaching regime to enable the student’s fundamental
and higher order functional literacy needs; and the relationship of
literacy ability to teaching other subjects.
|
|
112 |
Name Not Made Public
This submission says that schools need to be better resourced to identify and cater for
dyslexic students. The writer says that access to appropriate assessment and
treatment must become easier and more affordable or some students will
continue to fail to gain adequate literacy skills. This submission also says
that teachers appear to be poorly equipped to identify and cater for
individuals who are dyslexic, and concludes that increased awareness and
funding for children with dyslexia could save so much heartache and cost,
both to schools and the community at large. The writer is a high school and
TAFE teacher and the parent of a dyslexic child.
|
|
113 |
Name Not Made Public
This submission covers the following topics: teachers’ awareness of
Dyslexia; the diagnosis of Dyslexia by educational psychologists; the
Davis Dyslexia Program; the use of clay as one tool for learning; the
Reading Recovery program; and the Premier’s Reading Challenge. The writer
has four children, two of whom are Dyslexic. She is a Davis Dyslexia
Facilitator.
|
|
114 |
Dr Garry Childs, SA
This submission discusses reading, handwriting and spelling
instruction, and the measurement of literacy and numeracy skills. The
writer is a Psychologist practitioner with a major focus on the Diagnosis
and Management of Learning Difficulties of children and adults. This is a
personal submission that is based on clinical observation of the children
Dr Childs has assessed.
|
|
115 |
Ms Sarah Heaton, WA
This submission claims that the Study Technology offered by Applied
Scholastics teaches that one of the main barriers to studying successfully
is misunderstanding the words or nomenclature of the subject. This has
greatly assisted the writer to overcome her difficulties especially with
mathematics. The submission recommends that the Study Technology program
be made available to all students within the Australian education system.
|
|
116 |
Ms Janelle Bonato, QLD
This submission briefly describes the success the writer has
experienced with The Basic Study Method and the associated courses
available from Applied Scholastics, and recommends that knowledge of this
program be made more freely in the public school system.
|
|
117 |
Mr Michael Herson, QLD
This submission refers to the success the writer experienced in
reading and studying since using the techniques of Applied Scholastics
developed by Mr L Ron Hubbard. The submissions urges the Inquiry to give
serious consideration to the submission lodged by Applied Scholastics ANZO.
|
|
118 |
Name Not Made Public
This submission describes the personal difficulties the writer
experienced during and after high school. The submission claims that Mr L
Ron Hubbard’s Study Technology changed everything for him and he has been
able to use the tools and begin studying again and make a success of his
life.
|
|
119 |
Mr Barry and Mrs Helen Brown, QLD
The submission claims the technology has ‘proved itself as the best
literacy program on the planet’. The submission also encourages the
setting up of a pilot program in a selected area of Australia to establish
benchmarks and data for comparison with other literacy programs.
|
|
120 |
Ms Kathleen Gillies, VIC
This submission recommends the following
strategies for addressing literacy and numeracy problems, especially those
of high school students: early testing; identifying problems early; giving
pupils a good background knowledge of phonics, vowels, spelling, and parts
of speech; giving students a knowledge of maths; helping students determine
what course of education they really need, want or are capable of doing; and
lastly, the use of paid remedial teachers. The writer is a former primary
school teacher and high school Remedial Teacher.
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