Submissions 221-240
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Submission Number |
Author |
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221 |
Mr Darryl Burnside, WA
This submission promotes the Study Technology by L. Ron Hubbard as taught
by Applied Scholastics ANZO. The submission says that the writer would
have understood so much more of what he had studied at school and passed
his exams much more easily if he had known about this particular method at
the time. The writer also says he has employed this user-friendly method
to help others in their studies and is amazed at just how accurate it is
in rapidly pinpointing areas of study that need improving and the simple
methods used to bring about that improvement. The writer urges the Inquiry
to review this method in depth.
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|
222 |
Ms Dellene Burnside, WA
This submission says that by using the Study Technology by L. Ron Hubbard
at the primary level, the writer found it easy to help raise the literacy
and numeracy skills of her students. With regard to training adults, it is
very efficacious in helping students overcome even difficult study
barriers, thus greatly improving their potential of confident success in
their endeavours. The writer has worked at the Athena School at Newtown in
Sydney, and as an adult trainer in Perth.
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|
223 |
South Australian Primary Principals’ Association (SAPPA), SA
This submission discusses definitions of literacy and the key issues for
SAPPA, which relate to: targeting Years 3-7; whole-school change; teacher
learning and professional development; parents and school partnerships;
and university and school partnerships. The submission makes five
recommendations. This submission draws on wide consultation with SAPPA’s
members and others.
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|
224 |
Dr Jacqueline Manuel, NSW
This submission discusses recent national and international research about
literacy teaching approaches; effective strategies to assist and enable
readers experiencing difficulties; and the preparation of pre-service
teachers in the teaching of reading (for adolescents). The submission is
also supported by 17 pages of annotated references and related resources.
The writer is a Senior Lecturer in English Education; Coordinator,
Secondary English Education; Course Coordinator, Secondary Combined
Degrees; Principal Researcher: The Australian Teenagers’ Reading Choices
Project; and the parent of two young children.
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|
225 |
School of Education, Flinders University, SA
This submission outlines the current undergraduate and graduate programs
in the School of Education as well as an overview of current study
patterns in literacy teaching. The submission discusses a range of issues
under the following headings: understanding literacy; measuring students’
literacy outcomes; the role of teachers in literacy improvement; there is
no best way to teach literacy; teaching literacy is contextual; specialist
support for some children; the crowded curriculum in initial teacher
education and in schools; developing positive dispositions toward literacy
in students; no single cause of reading failure; conflation of learning
difficulties with learning disabilities; and accessibility of research
studies and reports.
|
|
226 |
Mr Mike Stock, ACT
This submission is a follow up to Submission 55. It focuses on factors
that affect literacy in Aboriginal groups. The submission’s discussion
uses the following headings: English is a second and often a third
language to the Aboriginal; there are few full-qualified Aboriginal
teachers; developing the human resources to provide the number required to
create strong Aboriginal teaching force; white teachers and remote
schools; many students are irregular attendees; training white teachers to
teach Aboriginal students; newly appointed teachers to schools; behaviour
management takes up a great deal of teaching time; teacher/student ratios
and their ramifications; and testing literacy standards.
|
|
227 |
Mr Greg Byrne, VIC
This submission focuses the mutual links between literacy and
communication, and on desired outcomes from literacy teaching. These
include the ability to read newspapers, write letters, write to the local
council, apply for a job – all without spelling and grammatical mistakes.
The submission recommends the rote learning of spelling and grammar, and a
strong reading component in the curriculum, with more difficult books
being used to help students raise their standards.
|
|
228 |
Mrs Noelle Michaelson, VIC
This submission says that applicants for primary teacher training should
be assessed for their suitability and their personal level of literacy
before being accepted. Primary teacher training should equip graduate
teachers with the skills necessary to teach students the basic skills in
literacy and numeracy, and must include the best practice in the teaching
of handwriting, phonics, spelling, creative writing and reading, based on
research validated methods. On the basis of her experience the writer says
that universities do not train student teachers in the skills, methodology
or the techniques required for the effective teaching of literacy.
|
|
229 |
Name Not Made Public
This submission argues that phonics needs to be explicitly taught to
children with Developmental Verbal Dyspraxia (DVD), but that it also needs
to be taught in meaningful contexts, using texts that make sense and
appeal to the child. The submission concludes that isolated phonics
programs using meaningless texts are inappropriate for children who have
verbal dyspraxia and a waste of time for those who have learnt to read
before being required to participate in such programs. The writer is the
mother of two teenage children, and relates in the submission her son’s
reading development.
|
|
230 |
Ms Mary Szental, NSW
This submission supports the use of the Study Technology by L. Ron
Hubbard, describing it as incredibly simple, workable, and effective for
any student studying any subject. This submissions says that this learning
technique can isolate the three barriers to study, and if these barriers
are not addressed, then the student will fail no matter what they are
trying to learn.
|
|
231 |
Faculty of Education, Monash University, VIC
The submission is based on four main ideas: the importance of multiple
literacies in addition to multiteracies; the need for teachers to
recognise the literacy knowledge and skills which children bring with them
to formal education; the need for teachers to undertake qualitative
literacy assessments; and the need to broaden the terms of reference for
the National Enquiry.
|
|
232 |
Mr Harry Crawford, NSW
This submission supports the Study Technology by L. Ron Hubbard, and
suggests that Study Technology be examined closely and implemented in
Australia.
|
|
233 |
Ms Mary Gladstone, Sounds~Write, Australia, NSW
This submission describes the Sounds-Write program, which offers a
phono-linguistic approach to the teaching of reading and spelling. That
program differs from many other phonics programs in that it first
identifies the sound through speaking and listening followed by the
written and read representations of those words. The writer has 30 years
teaching experience and has spent 20 of these years teaching in England
where she met and worked with the authors of Sounds-Write.
|
|
234 |
Learning Difficulties Australia (LDA)
This submission says that many, if not most, of the students who become
LDA clients would not need assistance from LDA if they had had adequate
initial instruction. The submission discusses the following points/issues:
a model of initial and remedial reading instruction; recognition that
reading is quintessentially phonologically based; the development of
phonological sensitivity as a necessary but not sufficient condition for
children to learn to read; the need to supplement whole language based
teaching with programs of explicit and systematic phonics instruction; the
introduction of evidence-based practices into initial teacher training and
professional development; and students with more intractable reading
difficulties may be afforded more time and resources if the vast majority
of students learn to read quickly and easily.
|
|
235 |
Professor Kevin Wheldall, NSW
The writer is a research psychologist and Professor of Education at
Macquarie University, Sydney. He is also Director of Macquarie University
Special Education Centre (MUSEC). After researching and writing extensively
in the area of learning and behaviour difficulties in children for over
twenty five years he combined his interests in effective classroom behaviour
management and the effective instruction of older low-progress readers and
initiated in 1995 the MULTILIT ('Making Up Lost Time In Literacy') Research
and Development Initiative at MUSEC. MULTILIT aims to address the needs of
older students with reading disabilities and similar problems from Year 2 to
high school age by providing an intensive, structured, systematic program of
instruction in reading and related skills carried out within a Positive
Teaching environment. A 45-page DETYA/DEST-commissioned report and
evaluation of MULITLIT is included with this submission.
|
|
236 |
Confidential
|
|
237 |
Professor Kevin Wheldall, NSW
This submission provided the Inquiry with a copy of a letter originally
sent to the Hon Dr Brendan Nelson MP, Minister for Education, Science and
Training, in July 2004. The 26 signatories of the letter are researchers,
psychologists, linguists and educators who have studied the processes
underlying the development of reading, and who are familiar with the
scientific research literature relating to the acquisition of reading. The
writer’s covering letter explains that the signatories wrote to the
Minister to express their concerns regarding the state of reading
instruction in Australian schools and to solicit the Minister’s support
for a national inquiry into this vital educational and social issue.
|
|
238 |
Ms Linda van Spankeren, WA
This submission says that the course she completed through Applied
Scholastics enabled her to study more effectively and really understand
what she was studying. This submission urges the Inquiry to consider
Applied Scholastics as a complete solution to the literacy problem in
Australia.
|
|
239 |
Speech Pathology Australia
The submission discusses the connections between spoken and written
language and how understanding of this relationship is essential for
effective literacy teaching. It also points out that speech pathologists
are trained (at university) to identify, assess and manage children who
have speech and language problems. The submission discusses the
collaborative roles speech pathologists can play in children’s literacy.
|
|
240 |
Mrs Denise Harris, VIC
The submission says student teachers require practical training in the
basic procedures for teaching literacy skills to ensure their success in
the classroom. Further, student teachers should be aware of the
expectation that they have exemplary skills in the teaching of literacy,
and it is the responsibility of teachers’ colleges to provide the
grounding for this to be achieved.
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