Submission Number |
Author |
381 |
Miss Catherine Francis, QLD
The submission expresses the writer’s belief that teachers need to have
the freedom to teach creatively and to use their own teaching style, but at
the same time the writer is concerned that the teaching of literacy in the
early years is not consistent. The submission says that teachers need to be
given more definite guidelines about how and when to teach particular
concepts, and teachers and schools needs to be more accountable for teaching
basic literacy skills. The writer has produced the Iggy Wig Values Based
Literacy Resource Kit.
|
382 |
Department of Language, Literacy and Arts Education,
University of Melbourne, VIC
The submission sets out some of the principles on which research has
shown effective literacy teaching to be based, and that underpin the teacher
education programs in language and literacy at the University. These
principles are relevant to all students. The submission also addresses the
specific issues that are relevant to students with reading difficulties. The
submission concludes by emphasising how important it is that all students
are able to read and write so that they can participate fully in society,
and says that a commitment to funding innovative and well-researched
literacy programs is the best investment any government can make.
|
383 |
Confidential
|
384 |
Name Not Made Public
This submission describes the difficulties experienced by one of the
writer’s sons in learning to read. The submission suggests that teachers be
trained in synthetic phonics; that children who do not reach expected
standards be screened for problems such as hearing or vision problems; that
teachers be encouraged to suggest such screening to parents of children who
are struggling at school; and that teachers should not be allowed to tell
parents that their child is working at the child’s level when in reality the
child is working below his or her ability.
|
385 |
Ms Heather Davie, NSW
This submission discusses a range of topics, including the following:
the current NSW English Syllabus; matching children to an instructional
level text; running records (used to match children to texts and to monitor
progress); daily guided reading lessons; a daily literacy hour; the
provision of well structured reading resources in early grades; the use of a
variety of teaching methods; the Reading Recovery program; reduced class
sizes for K-2 children; recognition of the learning readiness of the child
in relation to school starting age. The submission also makes 16
recommendations.
|
386 |
Ms Pat Beattie, QLD
This submission covers the following issues: current worldwide research
into teaching of literacy skills and in particular phonemic awareness; the
training of pre-service teachers in literacy knowledge and skills; the lack
of knowledge of the English language of lecturers in training institutions
and their seeming unwillingness to address current research findings; and
problem solving strategies for boy learners having difficulty with literacy.
The submission also discusses various solutions and the THRASS (Teaching
Handwriting, Reading And Spelling Skills) program.
|
387 |
Ms Diane Ainsworth, NSW
This submission says that the Spalding approach achieves better results
than those achieved through the Reading Recovery program. The submission
suggests that: teachers should be trained to be more aware of the
difficulties / disabilities that they may come across in their careers;
teachers need a better grounding in how to teach a child to read, rather
than hoping that by immersing the child in print that will automatically
recognise words; and teachers need to be made more accountable for the
results achieved by the students in their classroom.
|
388 |
Ms Hilary Shead, NSW
This submission recommends the Study Technology by L. Ron Hubbard
available through Applied Scholastics, saying that the writer’s children
have used this technology all their lives and have an excellent grasp of
English and other subjects as a result.
|
389 |
Confidential
|
390 |
Mrs Gwenda Stanbridge, NSW
This submission questions the efficacy of classroom instruction in
reading and writing in many public schools. The discussion is organised
under the following headings: current school based instruction; literacy
research; the implications; and, last, a personal perspective.
|
391 |
Currambena Pre School and Primary School,
Lane Cove, NSW
This submission comments on the following issues: the understanding
student teachers have of literacy teaching; the Western Australian First
Steps program; the importance of developing strong relationships with
children; building and maintaining self esteem and developing resilience;
resources; feedback to parents; the GST on books; and, lastly, the need for
schools to be positive and encouraging places that value a wide variety of
books.
|
392 |
Confidential
|
393 |
Ms Leni May, VIC
This submission focuses on the need for better, consistent, and reliable
funding for public education so that issues such as parental involvement and
inequities between the state and private systems can be addressed.
|
394 |
Confidential
|
395 |
Ms Suzanne Spiers, WA
This submission emphasises the importance of oral language and the
development of auditory processing in the early years of schooling. The
submission argues that in order to develop auditory skills in young
children, it is necessary to place a great deal of emphasis on rhyme and
language games where the children are daily hearing the sounds and becoming
familiar with them.
|
396 |
Ms Melissa Catellani, WA
This submission stresses the importance of: frequent oral reading to
children in the early years of school; an eclectic approach in Year 1 (based
on phonetics and language experience); early identification and intervention
for reading problems; and teachers being trained in research-based pedagogy
other than whole language.
|
397 |
Ms Vicky-Lee Jones, WA
This submission promotes the Study Technology by L. Ron Hubbard which
the writer says has assisted her to really know the information she is
studying, as is evidenced by the fact that she can use information in a
practical way and get results.
|
398 |
Ms Maria Silva, NSW
This submission relates the positive experience the writer has had with
the Study Technology as supplied by Applied Scholastics
|
399 |
Associate Professor Judith Bowey, QLD
This submission makes a case, based on empirical evidence from research
in basic psychology and in evaluation studies, for the systematic teaching
of synthetic phonics within the early reading curriculum. The writer is
Associate Professor, School of Psychology, University of Queensland.
|
400 |
Ms Margaret Farrell
This submission says that the use of phonics and other research-based
approaches in the teaching of reading are indispensable but not sufficient.
The submission sees the teacher as the central force in reading and
discusses the factors that influence what teachers do in the classroom,
namely: teacher education; school priorities and expectations; the systems
of teacher support and supervision; curriculum guidelines; instructional and
assessment materials; and systems for monitoring standards and individual
progress. The submission makes 25 recommendations.
|
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2 Pages)
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