Submission Number |
Author |
|
241 |
Ms Joan Eltham, VIC
The submission raises several issues including the impact of TV on
children; teachers being trained to teach children in the first years of
schooling; the change in emphasis from practical to theoretical, with the
move of teacher training to the universities; and, cumulative illiteracy
resulting from illiterate parents not being able to prepare their children
for the experience of learning to read.
|
|
242 |
Mrs Valerie Boot, NSW
The submission discusses criticisms of current teaching approaches and
of Reading Recovery. The submission also discusses the issue of a literacy
crisis; the place of grapho-phonic knowledge in the acquisition of early
literacy; possible causes of low literacy achievement; and the need for
effective preventative early intervention. The submission makes
recommendations for a whole-school approach to improving literacy.
|
|
243 |
Wesley College Institute for the
Advancement of Teaching, WA
The submission provides a detailed account of all aspects of the
school’s literacy program. It includes chapters on teaching literacy skills
at Wesley College; the assessment of reading proficiency (including
identification of students with reading difficulties); and ongoing
commitment to professional development.
|
|
244 |
Applied Scholastics, Australia New Zealand and Oceania
This submission provides an executive summary that sets out the salient
points of the submission, and the following sections: literacy; literacy
teaching approach; fundamentals of Study Technology; assisting students
with difficulties; teacher professional development; conclusions; courses
and materials; and contacts and advisory panel. The writer is the Deputy
Executive Director, of Applied Scholastics ANZO which provides educational
courses and materials based on the works of American educator,
humanitarian and author Mr. L. Ron Hubbard.
|
|
245 |
Confidential
|
|
246 |
Confidential
|
|
247 |
Ms Ilene Taylor, A Group of Informed Mothers, WA
This submission, prepared by a group of parents who are associated with a
primary school in WA, describes the family circumstances of group members
and says that as parents their concerns are not being heard and their
views valued enough. The submission also discusses issues such as: the
importance of student self-acceptance and self esteem; early diagnosis of
learning problems; teacher training in relation to student teachers’
literacy levels, self esteem, and understanding of children with special
needs. Class sizes, and the provision of information to parents are also
discussed in the submission.
|
|
248 |
Mr Richard Burnell, NSW
This submission says that if 1.5 million people in Australia are claimed
to be functionally illiterate, something must be very fundamentally wrong
with the way literacy is being taught. The submission refers to The
Leipzig Connection, a book by Paolo Lionni and Lance J. Klass, which
gives a basic understanding of why literacy in the western world has been in
decline for decades. The submission also refers to Study Technology which
teaches the student how to study, suggesting that the Inquiry find out about
this approach.
|
|
249 |
Ms Peggy Lego, WA
This submission discusses how learning can be advanced through the
psychomotor domain and the benefits of psychomotor activities in learning
programmes. The writer is a retired primary school teacher, school deputy
principal and Learning Assistance Teacher, as well as the author of two
works relating to Handwriting and Phonics / Word building.
|
|
250 |
Ms Miriam Koenig, NSW
This submission explains the Lindamood/Bell program for reading,
spelling, writing and language comprehension. This program is based on
developing auditory conceptual function and is offered as a pre-conditioning
program for well structured phonics programs to make such programs more
effective. The writer is a former classroom teacher who has studied literacy
and dyslexia, and is a specialist in the Lindamood/Bell programme.
|
|
251 |
Ms Katherine McHardy, VIC
The submission includes a paper written by the writer titled Are phonic
methods the best way to teach children to read?. It highlights the
alleged failings of the current system and the benefits of using a system
which is grounded in teaching the relationship between letters and sounds.
|
|
252 |
Ms Rachel Lambert, WA
This submission says that the Study Technology by L. Ron Hubbard has
enabled the writer to achieve a very sound foundation of English grammar.
|
|
253 |
Ms Margaret Chambers, WA
This submission describes how the writer, when in her seventies, came
across Applied Scholastics and realised that had she had that technology
earlier her grasp of subjects in high school and university would have
been greatly facilitated. The submission urges the Inquiry to give full
consideration to Applied Scholastics.
|
|
254 |
Ms Margaret Lowe, WA
The writer is a former teacher whose submission says the Study Technology
by L. Ron Hubbard course, available through Applied Scholastics, was so
effective that it opened up a whole world of learning and very
significantly improved the enjoyment she has from reading as a leisure
pursuit. The submission also says that adoption of this material in
schools would allow children to reach their full potential in any field in
which they are required to study.
|
|
255 |
Mr Barry Chamberlin, WA
This submission says that prior to discovering Study Technology through a
manual called Leaning How to Learn, the writer was unable to assimilate
technical information. This greatly hindered his aspirations of becoming a
tradesperson. The writer credits the education he received through the
above manual for his ultimate success in his field and for his literacy.
|
|
256 |
Name Not Made Public
This submission describes the writer’s with Study Technology. The writer
is continually learning and being given more responsibility in her current
position. The submission urges the Inquiry to find out more about the
training and education programs that Applied Scholastics offer and
believes that incorporating them into the public education system is not
only urgent but very needed.
|
|
257 |
Ms Lucy D'Andrea, NSW
This submission describes how the writer discovered the Study Technology
available through Applied Scholastics, and says that as a result she found
that her ability to study improved and she now knows how to handle
barriers to any future studies. The submission claims that Study
Technology would really help school children, teachers, workers and future
leaders of society.
|
|
258 |
Mr Adam Clarke, QLD
This submission aims to bring to the Inquiry’s attention the Study
Technology by L. Ron Hubbard available through Applied Scholastics. The
writer says the he was an average student in high school, but since he
discovered Study Technology, his reading abilities have improved, and
wants nothing more than for every person anywhere to be able to do the
same.
|
|
259 |
Mr Shea Vale, WA
The submission says that if our teachers had Study Technology under their
belts, people would be lining up to become teachers and these teachers
would be one of the most respected citizens in our community because they
would be getting results.
|
|
260 |
Mr Matthew Clarke, WA
This submission says that he writer has greatly improved his ability to
learn and to apply what he has learned through doing Applied Scholastics
courses. The submission says that the Study Technology learning technique
is the exact thing the educational system needs to put into use and it
should be made available to every single child in Australia.
|
(215.9 KB, 3 Pages)
(1.8 MB,
14 Pages)