Submission Number |
Author |
|
121 |
Mr Geoff Taylor, TAS
This submission says that a significant long term improvement in the
standards of reading is not going to be achieved by any current methods.
The submission expresses concern that the literature relating to later
introduction of reading instruction and how time affects attainment is
misleading because most short-term studies show improvement. What is
required are long-term studies. The writer also claims that education
departments fail to treat teachers as professionals and he encourages
every school to have journals available to teachers that provide research
results on reading and more practical considerations.
|
|
122 |
Mrs D Dolbear, WA
This submission says that the study method used and taught by Applied
Scholastics has changed the writer’s life for the better, by helping her
to understand what her work position entailed and enabling her to handle
the public with confidence. The submission claims there is a tremendous
need for this method of learning to be available to all school children,
TAFE or university students, as well as senior citizens, who are often
afraid to use such new technology as ATMs and computers.
|
|
123 |
Mr B Dolbear, WA
This submission claims that the Applied Scholastics study method
provided the writer with a learning skill that was physically and mentally
applicable across a wide range of technical skills. The writer invites the
Inquiry to examine Applied Scholastics and have its learning / teaching
skills applied to all schools “making Australia a much smarter country”.
|
|
124 |
Ms Eileen Jones, VIC
This submission claims that whole language methods of teaching
reading, mathematics and spelling have failed, and that it is time for
more grammar and spelling practice to be restored. The submission claims
that set exercises are both good for the mind and body as well as self
esteem, and that memorization is essential for developing later skills.
|
|
125 |
Ms Virginia Gard, WA
The submission claims that L Ron Hubbard’s Study Technology helped the
writer to become a success in her career, and that the program doesn’t
just help the student with a particular subject, as tutors do, but it
teaches them to learn and study any subjects on which they choose to
embark with full knowledge and application.
|
|
126 |
Name Not Made Public
This submission describes how the writer learned about the Applied
Scholastics Study Technology course for parents and then applied the program
to her daughter who was having difficulty with reading. The submission says
that the child improved her reading skills and is now a literate person with
skills higher than her peer group.
|
|
127 |
Ms Marion Whiteside, WA
The writer of this submission has used the Applied Scholastics Study
Technology for 30 years and finds it to be a very simple but thorough
method of learning and studying. The submission urges the Inquiry to
investigate these methods before coming to any decisions regarding the
future educational methods in our schools.
|
|
128 |
Ms Leigh Goldsmith, WA
This submission briefly describes how the writer was not a successful
student in high school but later discovered and studied the Study
Technology of Applied Scholastics. The submission says that the study data
is very simple in that it finds the reason the person failed and recovers
their ability to study and finds where they went wrong. The Inquiry is
urged to take a closer look Study Technology to determine its value.
|
|
129 |
Ms C K Byrnes, NSW
This submission claims that L Ron Hubbard’s Study Technology greatly
assisted the writer to pick up what she needed to know, after leaving
school at 15 years of age. The submission highly recommends the Study
Technology, which the writer has also used to help a web designer grasp
unfamiliar software.
|
|
130 |
Mr George Marston, WA
This submission claims that Applied Scholastics Study Technology
helped the writer to overcome learning difficulties and low self-esteem
which he had as a child. The writer describes the gradual gradient of the
program and how this makes learning the technology interesting and
self-fulfilling.
|
|
131 |
Mr Rick Robjent, WA
This submission describes how the writer was able to overcome
weaknesses in learning chemistry by using L Ron Hubbard’s Study
Technology. The submission claims that this technology would solve the
literacy problems found within our teaching system.
|
|
132 |
Name Not Made Public
This submission says that the best approach to teach children to read is
to use phonics, and graded readers. The submission refers to a 1978 survey
of beginning teachers that showed that the majority felt that more time in
their teacher training should have been spent on what to teach and how to
teach, and less time on theory. The submission recommends a review of
teacher training, claiming that present teachers are a generation or more
removed from the phonic method of teaching reading. The writer of this
submission is 81 years old and was a primary school teacher for 40 years
from 1943.
|
|
133 |
Mr Michael Pierce, ACT
This submission presents the writer’s experience teaching reading in
three primary schools (predominantly kindergarten) using a variety of
methods, including the Spalding method. The writer discusses this method,
saying that it is much more effective and consistent with the English
language than other approaches he has used.
|
|
134 |
Mr Hugh Coffield, VIC
This submission urges a return to the simple, commonsense approach
used at primary school level which the writer recalls from his youth. The
submission encourages the use of rote learning, and the removal of
calculators from primary schools to encourage children to use their
brains. This submission also expresses the writer’s concern about
aggressive opposition to the regular examination of students.
|
|
135 |
Confidential
|
|
136 |
Name Not Made Public
This submission says that the Study Technology course offered through
Applied Scholastics assisted the writer’s son to overcome difficulties he
was experiencing in school and at TAFE.
|
|
137 |
Mr Brian Wicks, VIC
This submission says that the building blocks of phonics, grammar and
spelling are the essential bases on which to build children’s literary
skills. The submission also makes the point that teachers are no longer
willing to teach difficult or uninteresting subjects, and that skills such
as memorizing facts and knowledge communication all need to be taught. The
writer was a primary school teacher for over 30 years.
|
|
138 |
E Kroll, WA
This submission expresses concern at the low standard of education in
this country and encourages the use of the Learning How to Learn
course and the specific Study Technique method.
|
|
139 |
Mrs Joan Eisemann, QLD
This submission promotes The Sound Way to Spelling, Writing and
Reading, a phonetic approach developed by Craig Henderson, a West
Australian school teacher. The writer indicates that she has successfully
implemented this video and DVD-format program with TAFE students in the
Riverland area of South Australia.
|
|
140 |
Ms Elizabeth Clarke, QLD
This submission is presented on behalf of the Queensland Teachers’
Research Group, a community-based group of teachers and ex-teachers. The
submission includes: a history of the teaching of reading in the 20th
century; discussion of the need for a period of instruction necessary to
train each child to become a code-breaker; and discussion of research
supporting the teaching of reading through a planned, sequential phonic
approach.
|
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