Submissions 361-380
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Submission Number |
Author |
361 |
Mr David Harrold, NSW
This submission says that an empirically based knowledge of what a child
needs to know in order to learn to read should underpin reading instruction.
Access to evidence based, proven reading programs should be assured. It is
of particular importance for those who play key roles in the assessment and
remediation of reading difficulties to be well informed in these matters.
Parents should also be assured of access to this information.
|
362 |
Name Not Made Public
The submission describes the writers’ experience with their elder son
learning to read. It comments on the role of the whole language approach;
group teaching and class teaching; class composition (due to non-streaming
and composite classes); and, last, assessment and reporting to parents.
|
363 |
Ms Mimi Wellisch, WA
This submission argues that learning to read should not be taught at
schools, but before school, at the same time as children learn to speak.
Both learning to read and learning to speak are forms of language
acquisition, and the submission says that the younger a child, the easier he
or she learns.
|
364 |
Mr Geoff Corten, WA
This submission recounts a positive experience with the Applied
Scholastics learning methodology, and asks the Inquiry to look at the
methods and results of Applied Scholastics.
|
365 |
World Home Education Network (WHEN), QLD
This submission says that parents have an inalienable right to choose
the kind of education given to their children. It says that the Inquiry
should ensure that the rights of parents are fully respected and should say
that the ultimate choice between the various teaching methods and
philosophies should remain in the hands of the parents. WHEN is a loose
network of families, organisations and individuals who all support freedom
of choice in education and reject discrimination against home schooling.
|
366 |
Ms Lyn Cottee, VIC
This submission addresses the following issues: generative coding; the
current situation regarding remediation and phonemic awareness; and roads to
reading – a whole school approach. It concludes with a section on what can
be done, and makes four recommendations. The writer is a linguist and
literacy consultant who runs her own business in country Victoria.
|
367 |
Ms Janette Vervoorn, ACT
This submission describes an action research project titled
Researching effective teaching and learning practices for students with
disabilities, which was conducted in primary and secondary schools to
examine the usefulness of the Four Resources Model of Luke and Freebody as a
framework for teaching literacy to students with disabilities and learning
difficulties.
|
368 |
Mrs Diana Cummings, QLD
This submission argues for extra funding to pay for more teachers and
teacher aides, particularly in the early schooling years, and so that
adequate assistance is available to all students, including children with
special needs. The submission also says that there should be more emphasis
on the basic skills of reading and writing.
|
369 |
Catholic Schools Office (CSO), Diocese of Wagga Wagga,
NSW
This submission says that schools need to alter their current practices
by taking a whole-school approach. Schools need to identify where children
are at, where they need to go and be accountable for their progress. The
submission lists strategies and professional development relating to the
early assessment of students by their teachers; early intervention
strategies; and measurement of student progress.
|
370 |
Mrs Claire Minchin, WA
This submission expresses the writer’s views regarding how her children
are being taught and the system in which the teaching / learning process
takes place.
|
371 |
Ms Susie Robertson, WA
This submission has a focus on the teaching of literacy in primary
schools, and covers the following topics: factors affecting classroom
practice; the need for upgrading of teachers skills in education; and the
need to liaise with qualified specialists. The submission says that our
education system should be providing adequate resources and appropriate
training for our teachers.
|
372 |
Mr Phil Robertson, WA
This submission has a focus on the teaching of literacy in primary
schools. It indicates that there should be three participants who work
together to develop literacy: the student, the teacher, and the parent. The
submission refers to the findings of the 1997 US National Reading Panel,
seeing these as the basic ingredients of a reliable programme. The
submission also comments on the training of new teachers as well as the
re-training of teachers who may not be aware of the best practices.
|
373 |
Ms Joan Buton, WA
This submission has a focus on the teaching of literacy in primary
schools and comments on approaches to the teaching of literacy and, in
particular, the most effective approaches to teach students who are having
reading difficulties. The submission also discusses the training of new
teachers, and the need to re-skill teachers who were trained in the past 10
to 15 years when there was a less structured and formal approach to the
teaching of reading.
|
374 |
Ms Anette McCann and Ms Catherine Matthews,
NSW
This submission argues that the Inquiry should not only consider reading
but also listening, speaking, writing and viewing and the connections
between them. The submission says that listening and speaking skills have
deteriorated over the past 25 years and that teachers need to realise that
if a multi-sensory approach to learning is not adopted, particularly in the
explicit teaching of skills, there will be many children who will miss out
in the early vital stages of learning to read.
|
375 |
Ms Leah Kernot and Ms Christine Maddocks, NSW
This submission discusses the following points: early reading
instruction should be based on a child’s developmental needs; there is a
need for accurate starting point assessment for literacy instruction in
kindergarten, followed by regular progress-monitoring assessment after that
; systematic instruction in phonics is an essential component of quality
literacy instruction; and early literacy instruction must promote success;
and the role of the Reading Recovery program.
|
376 |
Covenant College, ACT
This submission describes the approach taken to literacy at the College
(a K-12 school). The submission says that the school has found that
phonics-based literacy programming, when consistently applied right across
the schooling years, produces students empowered who have the tools for
life-long learning. Students are properly at the centre of the instructional
process in that they learn how to read, spell and think independently.
|
377 |
Professor Max Coltheart, NSW
This submission says that one conclusion that has been universally
accepted as a consequence of the debate about the teaching of reading is
that direct explicit systematic teaching of phonics is an essential
component of any effective programme for the teaching of reading. The
submission says that instruction in phonics must be a substantial part of
any programme for teaching children to read if that programme is to be
generally effective. This submission discusses: why phonics is so important
for successful learning to read; various means by which phonics can be
effectively taught; whether Australian teachers are being trained to provide
effective reading instruction; and the need for assessment to determine if a
child has mastered phonics. The writer is Inaugural ARC Federation Fellow,
Professor of Psychology, and Scientific Director, Macquarie Centre for
Cognitive Science, and Academic Director, Children’s Hospital Education
Research Institute, and James Packer Professor of Educational Research, The
Children’s Hospital Westmead.
|
378 |
Mrs Rachel West, NSW
This submission comments that the best skill the writer gained from her
teacher training was in the area of phonics and that that there is an urgent
need to get children into phonics programs.
|
379 |
The Australian Reading Recovery Trainer Group,
NSW
This submission provides answers the questions most often posed by
parents, teachers, administrators, academics and the media about Reading
Recovery. These questions are: what is Reading Recovery? how was Reading
Recovery developed? what is the theory that underpins Reading Recovery? how
are students selected for Reading Recovery? what happens in a Reading
Recovery lesson? does Reading Recovery teach phonics? does Reading Recovery
work? how much does Reading Recovery cost?
|
380 |
A.B.C. Learning Centres Ltd, QLD
This submission discusses the work done in childcare centres with
children and parents and how this work is a vitally important part of
securing improvements in literacy outcomes. The submission expands on this
theme by considering how education policy-makers can use childcare services
to improve literacy outcomes in schools, and by considering evidence that
explains why education policy should be making better use of childcare
methods.
|
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