Submission Number |
Author |
|
261 |
Mrs Phylis Palmer, WA
This submission explains why the Study Technology learning technique by L.
Ron Hubbard should be introduced into WA and Australian schools and the
writer encourages the Inquiry to investigate this technology.
|
|
262 |
Name Not Made Public
This submission explains why the writer is disillusioned with the current
system. The writer says that having her son instructed in the Spalding
method, a multi-sensory (hearing, seeing, saying and writing) phonics
based program that teaches speech, writing and reading, has greatly
improved his skills in these three areas. The writer hopes that after the
Inquiry the Government can say that the commitment to ensure that all
Australians children achieve high levels of literacy has been achieved.
The writer is the mother of a 10-year old son who has had difficulties
with learning to read.
|
|
263 |
Reverend Christine Boler, NSW
This submission says that the Study Technology by L. Ron Hubbard has
enabled the writer to achieve excellent results using it for herself and
as a counsellor helping others in the area of learning. The submission
urges the Inquiry to include this technology in the school curriculum.
|
|
264 |
Ms C Jenkins, NSW
This submission says that the Study Technology by L. Ron Hubbard has
assisted the writer to recall all that she had learned in her earlier
life, but had previously forgotten. The submission also claims that as a
direct result of this learning technique, the writer has, through an
increased understanding of everything she reads, become a success in life
both financially and personally.
|
|
265 |
Mr George Gergierski, VIC
This submission says that the writer had difficulties at school until he
discovered the Basic Study Manual course available from Applied
Scholastics. The writer also says that this is an extremely workable and
effective learning technique that helps students and teachers alike.
|
|
266 |
Mr Emidio Restalls, VIC
This submission says that teachers are overworked and that through
being forced to create curricula they do not have enough time to teach.
|
|
267 |
Mr Noel May, NSW
This submission addresses a wide range of contributing factors to poor
literacy, including: flexibility of learning environments; level of
teachers’ salaries; quality of in-service support of teachers; specialist
support teachers who are specially trained; extent and speciality of
teacher training; lack of parental literacy (in their own language); the
clear intention of temporary residence; bullying; lack of support given to
parents; and parental disincentive. The writer has over 30 years
experience as a teacher of literacy to NESB students, and of Braille
literacy and of scientific and mathematical literacy.
|
|
268 |
Dr Lewis Larking, QLD
This submission says that the teaching of reading to young children has to
be a compromise between methods which emphasise story reading and read
along sessions, and the study of words and their sounds. It highlights the
importance of differences between children at the time they start school
and makes a number of suggestions about how schools could help teachers
better cater for the needs of each child. The writer was an Associate
Professor of Education in Language and Reading, and is now retired.
|
|
269 |
Mr John Flower, VIC
This submission strongly recommends that the teaching of reading in all
Australian schools should be based primarily and solidly on phonics. The
submission says that the Inquiry might well conclude, from a critical
review of courses and practices at teacher training institutions, that a
back to basics approach is needed in the teaching of reading and to
enthuse tomorrow’s teachers to encourage their to read widely and to gain
a genuine love of language.
|
|
270 |
Mr Greg Eiffe, SA
This submission draws on a book about visualisation by Thomas G. West,
and in particular West’s thesis that dyslexics are often visually talented
and that creative types are often poor readers. The writer’s approach has
been to enrich the typeface by adding information that will point the
excessively visual in the correct direction The submission provides
Phonic Font which uses systematic distortions of letter-shapes to more
closely indicate the underlying sound.
|
|
271 |
Ms Margaret Newman Martin, WA
This submission recommends Applied Scholastics which is teaching literacy
and education in the old way using dictionaries and teaching the
importance of words and the importance of grammar. The writer says she has
observed children who are attending Applied Scholastics studies and are
now reading better, writing better and generally improving in their
studies and social skills.
|
|
272 |
Confidential
|
|
273 |
Confidential
|
|
274 |
Confidential
|
|
275 |
Mr Mike Dob, WA
This submission says that the writer’s exposure to Study Technology
enabled him to overcome a lack of terminology and understanding in his
trade. The submission encourages the Inquiry to consider implementation of
Study Technology in school across Australia.
|
|
276 |
Mr Brian Batty, WA
This submission describes how the writer had difficulties with reading
throughout his schooling, and beyond, and claims that Study Technology
used by Applied Scholastics has enabled him to handle study and reading
problems to a point where he could get though and complete reading a book
in addition to understanding what he had read. The submission urges the
Inquiry to view the Applied Scholastics training materials and program.
|
|
277 |
Ms Jan Hudson, WA
The submission says that the writer has experienced personal benefit via
improved reading and study skills as a result of applying the Study
Technology by L. Ron Hubbard as taught through Applied Scholastics, and
that having such methods available broadly through our education system
would result in positive change.
|
|
278 |
Ms Judith Armstrong and Ms Suzanne Cashmere, NSW
This submission brings to the Inquiry’s attention DIPL (Doorway Into
Practical Literacy), a classroom programme which involves the integration
of speaking, listening and critical thinking with reading and writing.
This submission says that DPL is being used in nearly 50 schools in New
South Wales. The writers are a speech pathologist and a school teacher,
respectively.
|
|
279 |
Ms Maureen Mastellone, NSW
This submission focuses on the needs of students with Dyslexia, or
Specific Learning Difficulties, and the negative approach that teachers
have towards them. The submission indicates the apparent success with many
of these students of testing for the Irlen Syndrome and the usefulness of
the book Reading by Colors by Helen Irlen, as a teaching resource. The
writer is a dyslexia consultant as well as a teacher of speech, drama and
phonetics.
|
|
280 |
Confidential
|
(78.8 KB, 1 Page)
(6.5 MB,
25 Pages)