Submissions 21-40
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Submission Number |
Author |
21 |
Dr Barry Schwarzer, ACT
The discussion in the submission is organised around the following
issues: phonics and whole language; system issues; child growth and
development; and teacher training. Dr Schwarzer worked in the NSW Department
of Education and Training for 39 years and his experience was as a secondary
teacher, school counsellor, educational psychologist and primary school
principal. He also had experience working in a remedial reading unit in the
then Riverina College of Advanced Education.
|
22 |
Mr Ken Goodwin, NSW
This submission encloses a paper about a spelling simplification system
which uses a phonetically-based alphabet. The system is designed to be used
in parallel with the existing spelling system and uses thirty strict
sound/symbol rules. The submission suggests that with the introduction of
this new spelling system, the whole-word approach, which in contrast
requires tens of thousands of English words to be learnt, would become
obsolete.
|
23 |
Confidential
|
24 |
Ms Rosemary Jacob, NT
This submission says that improvement in standards of primary teaching
will only be achieved when teachers are given better status, become less
involved in parental-type roles, and are introduced to a much wider range of
teaching methodologies. This submission also says that there is not one
single way of teaching a child to read and write and that individual
children differ in their needs and teachers need a repertoire of skills and
methods to cater for all students. The submission says that is an urgent
need to differentiate between the skills required for a primary and
secondary teacher.
|
25 |
Confidential
|
26 |
Name Not Made Public
This submission highlights the importance of learning taking place in an
unpressured environment and at a pace to suit each child. When the child is
ready to learn the method which best suits him or her should be used. The
submission describes how the author’s children learnt to read.
|
27 |
Name Not Made Public
The authors of this submission express concern that the English language
is not currently being taught in a uniform manner. In particular, they are
concerned that their daughter is being taught pronunciations of some words
that differ from the pronunciations given in English Dictionaries.
|
28 |
Ms Judith Hall, ACT
This submission provides a description of the writer’s whole school
approach to teaching reading and spelling. It outlines four knowledge areas
of visual, phonological, morphemic and etymological, bound together with a
thorough understanding of the function of the vowels. The writer’s
philosophy is that while the English language has many inconsistencies in
its coding, the language that teachers use to teach reading and spelling
should be consistent irrespective of grade or ability level of the student,
of subject content, and of current resources. Her approach does not use
rules but instead encourages the development of strategies, because rules
have too many exceptions while strategies are versatile and flexible, and
have no exceptions.
Part 1
Part 2
|
29 |
Mr Michael Faunce-Brown, QLD
The submission makes a number of observations and suggestions about the
teaching of literacy: that parents should be encouraged to read to their
children as early as possible and that introductory sessions for parents at
the school would encourage them to do so; the practice of dividing classes
into groups of four around tables, with one child in each group reading to
the others, each with the same book, greatly increases the amount of active
reading aloud; homework questionnaires on the books the children are reading
helps train them to think more deeply about what they have read; books
should be chosen that are fast moving and interesting and parents should be
encouraged to spend time with their children in the local library, where
lists of suitable books for each age group should be available and given to
parents; and that both look and say and phonics should be used as
appropriate. The writer was a teacher of English for over 30 years.
|
30 |
Mr John Dowell, VIC
This submission recommends that the Inquiry investigate the teaching of
survival reading methods to children which the author has developed and used
with students who have severe learning difficulties. This computer software,
Computer Reading Resources, is now available to special schools and has been
adapted to make it more interactive for children with learning difficulties
at conventional schools. The submission says that the computer technique has
several advantages: it allows for one-on-one tutoring with voluntary tutors;
the repetitive process is more interesting using a computer; and the work
can be repeated as many times as necessary.
|
31 |
Mr Brian Clancy, NT
This submission encloses a paper that is a part of a collection of
essays written by non-Tiwi teaching staff at Xavier Community Education
Centre, Nguiu, Bathurst Island, NT, submitted by Mr Clancy on behalf of a
former teacher. The paper looks at teaching and learning ESL in remote
Indigenous schools.
|
32 |
Ms Valerie Gough, NSW
This submission encloses a paper that is a part of a collection of
essays written by non-Tiwi teaching staff at Xavier Community Education
Centre, Nguiu, Bathurst Island, NT, submitted by Mr Clancy on behalf of a
former teacher. The paper looks at teaching and learning ESL in remote
Indigenous schools.
|
33 |
Mr Ken Nelson, Advanced Software Pty Ltd, NSW
This submission describes the ‘Phonics Alive! Family of Literacy
Software’. This software was developed in Australia and includes four
distinct programs, each presented as self-paced CD-ROM modules designed to
take an average student about 20 minutes. Each module has an animated
interface with student-friendly and fun navigation. The software has teacher
support materials, and programs are structured to meet individual attainment
levels. It is claimed that the software has a history of success because it
meets the needs of individuals, rather than that of a group.
|
34 |
Ms Elizabeth Litten, Alpha Data, QLD
This submission describes the complexities of learning to read and the
problems that arise for children learning to match letters and words with
known sounds. According to this submission, students need to be given a
learning formula that works to build their confience in themselves and in
their teachers. The submission discusses this new approach.
|
35 |
Ms Judith Hall, ACT
This submission is a follow-up to Submission 28. It provides: an
executive summary outlining the writer’s criterion based spelling tests for
diagnostic use by primary school teachers and support teachers; a background
document on criterion based spelling tests; an overview of the tests; test
implementation procedures; and additional tests for specific diagnostic
purposes. This document also provides a list of spelling rules presented in
line with the writer’s philosophies.
Part 1
Part 2
|
36 |
Mr Richard Ransley, NSW
This submission says that teacher training gives insufficient attention
to teaching literacy skills, and that the standard of literacy demanded by
the end of high school is not high enough. The writer is a former accountant
who is re-training to become a high school teacher.
|
37 |
Confidential
|
38 |
Ms Jeanne Wherrett, TAS
The submission considers the following key points: phonics; what is
needed to help students who have difficulties; the way forward (a language
rich environment and explicit phonics plus early intervention, plus revision
of teacher training and professional development); and a program based on
research. The writer was a special education teacher for over 20 years.
|
39 |
Name Not Made Public
This submission describes the experience the author’s sons had in
learning to read. It expresses concerns about: the standard of literacy of
Australian school students; new teaching policies that are introduced by
schools without adequate research; and trends to have children learn to read
before they are ready to learn to read. The submission says that a school
health check for every student should be reintroduced.
|
40 |
Confidential
|
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