Submission Number |
Author |
341 |
Ms Lyndy Dent, ACT
This submission points out that Reading Recovery provides a balance of a
phonetic approach, and one that stresses the importance of meaning and
communication in writing and reading. However, because of funding
limitations it does not reach all of those who need it. Moreover, the system
governing Reading Recovery is not flexible enough to extend it for as long
as it is needed for children with more severe learning or other disabilities
or those that enter our school or system at an age that renders them
ineligible.
|
342 |
Applied Scholastics Western Australia (Inc),
WA
This submission recommends the Study Technology method of learning. The
submission explains that a minimum of 60 hours is required to take a child
through a programme with the end result of being able to read and write
effectively, but notes that many of the families who approach the
organisation for help are unable to afford the fees. The submission urges
the Inquiry to evaluate the Applied Scholastics programs with a view to
implementing them throughout the Australian educational system.
|
343 |
Professor Marie Emmitt, Mr David Hornsby and Ms Lorraine
Wilson, VIC
This submission explains that the writers take a broad view of literacy and
are committed to helping students become efficient meaning makers, text
users, test analysts and code breakers, in an integrated way, using
real-life texts. The focus of the submission, however, is on the place of
phonics in reading and spelling because phonics continues to be
misunderstood. The submission’s discussion uses the following headings: the
role of phonics in reading and writing alphabetic text; teaching and
learning phonics; students with difficulties; and teacher professional
knowledge. The writers are educators who have worked in the field of
literacy education over many years.
|
344 |
Ms Margret Chen, VIC
This submission describes the Pronunciation in Colour system
which deals with anomalies existing between the sound / spelling variation
of words by using colours and graphic symbols. It says that it is possible
to apply the system to languages other than English because the system is
based on the International Phonetic Alphabet.
|
345 |
Confidential
|
346 |
Corpus Christi School, NSW
This submission says that the school has a reputation for strong
literacy teaching and learning, and indicates that literacy has been a
strategic focus area for the school as part of the Broken Bay Catholic
Schools System. The Literacy Plan for Diocesan Schools K-12(1999) was
designed to support schools in planning, implementing and evaluating
effective strategies to enhance literacy learning and pedagogy. The
submission describes these strategies and the results that have been
achieved.
|
347 |
Name Not Made Public
The submission says that the Study Technology program available through
Applied Scholastics enabled the writer’s son to learn to read effectively
and to develop a keen interest in reading. The submission suggests that
these materials be incorporated into the public education system as a matter
of urgency.
|
348 |
Confidential
|
349 |
Mrs Helen Berryman, NSW
This submission expresses the writer’s concerns about the lack of access
to appropriate reading resources for parents and family members to support
their children during school holidays. The submission makes proposals to
remedy this situation.
|
350 |
Ms Lise O'Kane, QLD
This submission recommends the use of Study Technology by L. Ron Hubbard
in schools as a means for students to overcome barriers to learning.
|
351 |
Ms Anthi Maudslay, SA
This submission relates how the writer has used the Study Technology
available through Applied Scholastics to assist her daughter. The writer
believes that these methods of teaching and learning need to be made an
integral part of education.
|
352 |
Name Not Made Public
This submission says that tutoring in the Spalding Method helped the
writer’s son regarding reading and his in-class behaviour. The submission
says that if he had been assessed in Kindergarten and had received early
intervention he would have been happier at school and less of a behaviour
problem, and he would be a better reader.
|
353 |
Mrs Juli Kamari-Stanimirovic, WA
This submission promotes Study Technology on the basis of the writer’s
experience. The writer would like to see the government in her state
consider making Study Technology available in the state’s education system.
|
354 |
Mr Chris Brooks, SA
The submission covers the following topics: observations of approaches
to literacy by children; definitions of literacy; the role of behaviourist
learning theory in the teaching of literacy; the process of reading;
phonics; and educating teachers in phonics. The writer is director of High
Performance Learning, a company which provides individual and family tuition
in the areas of learning and thinking skills, literacy, numeracy and study
skills.
|
355 |
St Mark's Anglican Community School, WA
The submission covers the following topics: research and best practice
in the teaching of reading; reading pedagogy; classroom strategies /
approaches worthy of consideration; and teacher training in literacy
education. The writer is the Head of the Primary School at St. Mark’s
Anglican Community School.
|
356 |
Bellfield Primary School, VIC
The submission says that the school is one of the most disadvantaged
schools in Australia but has an academic performance amongst the very best.
The submission notes that the school has been transformed by rejecting whole
language strategies and implementing teaching and learning strategies based
on ‘Four Pillars’: teacher directed learning; explicit instruction; moving
children’s knowledge from short-term to long-term memory; and the
relationship between teacher and student. The submission says that the
teaching programs at the school are explicit and sequential, and based on
Robert Slavin’s Success For All program in the US. The school has
implemented a Phonological Awareness Program from P-6, with the support of
Professor John Munro from Melbourne University.
|
357 |
Ms Annette Comte, VIC
This submission says that one of the imperative issues to address in
relation to research, teacher training and classroom practice in the area of
literacy is multimodal literacy and discusses the place of the new
communication technologies in the teaching of reading and writing.
|
358 |
Name Not Made Public
This submission describes the writer’s experiences in learning to read.
The writer says that while some tutoring programs were successful in the
short-term, generally no assistance was offered by the system. The
submission is presented in the hope that the Inquiry’s knowledge of the
writer’s problems may be helpful in preventing others having similar
experiences.
|
359 |
Ms Trish Myjavec, NSW
This submission provides a recently completed assignment by the writer
who is a postgraduate student that answered the question: How do I use
action research methodology to evaluate and plan a ‘balanced reading
program’ that responds to the needs of my students?
|
360 |
Name Not Made Public
This submission describes the difficulties experienced by the writers’
son when learning to read. The writers say that the staff at his school were
extremely caring but that the system let him down. The writers asks the
following question: would the huge expense of assisting their son have been
saved if his teachers in Kindergarten and Stage 1 had formal training in a
structured explicit synthetic phonics approach (such as the Spalding
approach)?
|
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