Submissions 401-420
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Submission Number |
Author |
|
401 |
Australian Children’s Television Foundation,
VIC
This submission says that there are considerable benefits in widening
the use of technology as a tool to teach and reinforce traditional literacy
skills. The discussion comes under the following headings: an approach to
literary – the notion of multiliteracies; and the use of media by educators.
This submission makes two recommendations.
|
|
402 |
Name Not Made Public
This submission describes the writer’s experience with her son who had
difficulties in learning to read. The submission supports the use of the
Davis Dyslexia Correction Program, which is a non-phonics based program
developed by Ronald D. Davis, to raise literacy levels. Reference is also
made to the Davis Learning Strategies program for children in K-3, which
has been operating in the US and Iceland.
|
|
403 |
Name Not Made Public
This submission says that a return to the use of traditional strategies in
the classroom is required, including spelling, spelling tests, classroom
competitions, dictation, comprehension and grammar.
|
|
404 |
National Council on Intellectual Disability (NCID), ACT
This submission draws the Inquiry’s attention to the PLEDG Projects in WA,
saying that they demonstrate a standard of evidence-based reading
instruction that NCID would like to see more broadly available nationally.
The submission (titled Standing at the crossroads: teaching all to read)
has three parts: one, key issues; two, key strategies; and three, wilful
and skilful change.
|
|
405 |
Attention Deficit Disorder (ADD) Association
Queensland, QLD
This submission describes the reading difficulties experienced by ADHD
children, especially in relation to tasks involving working memory. The
submission states that children who have failed to learn through normal
classroom instruction need specialist instruction. The submission makes
several recommendations relating to assessment, teacher training, and
appropriate classroom accommodations for children with ADHD.
|
|
406 |
Mr Daniel and Mrs Vicki Brockhoff, SA
This submission describes how the writers’ children leant to read at home,
and how their family’s routine supports the children’s reading.
|
|
407 |
Mr Marcus Estrange, VIC
This submission describes a range of issues that affect literacy
acquisition by children, including: resources and funding; the reluctance
of secondary students and their parents to admit to literacy problems;
motivation; the abolition of meaningful sanctions against poor behaviour;
and the teaching difficulties inherent in mixed-ability classes.
|
|
408 |
Australian Literacy Educators’ Association (ALEA)
This submission four issues: ensuring high standards of literacy,
developing essential reading skills and identifying effective reading
teaching approaches; educational science, scientifically based
instruction, and the use of evidence based research to inform policy; the
teaching of phonics; and assessment, evaluation and monitoring the
progress of students’ literacy development K-12. The Australian Literacy
Educators' Association is an independent professional association
dedicated to literacy development and English language learning at all
levels.
|
|
409 |
Australian College of Educators, NT
This submission makes the following points: one, that any understanding of
the literacy work undertaken by NT teachers and researchers is incomplete
if it fails to consider the range of contexts in which NT schools operate;
two, that the importance of research as a basis for determining good
policy and practice should not be underrated; and three, that practices
based on research are only as good as our ability to implement them in
classrooms. The submission expands on each of these points.
|
|
410 |
Early Childhood Australia (ECA)
This submission outlines the broad principles that the ECA believes should
underpin national efforts to engage young children in the process of
becoming literate: literacy development is a social and cultural process
the foundations for which are laid in a child’s earliest experiences;
literacy starts at birth and is grounded in the need and ability to
communicate; effective literacy education recognises that family
understanding and support is an essential foundation for young children’s
literacy learning; the foundations of literacy are in oral language;
supporting children to become literate requires early childhood qualified
professionals who have a deep understanding of the process of becoming
literate and how to engage young children in literacy learning.
|
|
411 |
Mr John Addie, VIC
This submission supports the Cultural Literacy approach to literacy and
discusses the work of E.D. Hirsch, Jr., including Hirsch’s Dictionary of
Cultural Literacy. The discussion relates to the following themes:
knowledge versus skills; the primacy of knowledge over skills; and the
importance of vocabulary building.
|
|
412 |
Australian Association of Special Education (AASE), VIC
This submission discusses definitions of literacy; effective literacy
programs; implementation issues; and last, measuring outcomes for all
students. AASE is a non-categorical and cross-sectoral association of 30
years standing. It has chapters in each state and territory and a
membership of over 1000, comprising teachers and other professionals,
parents and community members who have an interest in the education of
children with special needs.
|
|
413 |
South Australian Government, SA
This submission: outlines the literacy initiatives South Australia is
employing to support the agreed outcomes of the National Literacy and
Numeracy Plan; provides information about the literacy achievement of
South Australia’s youth; describes the South Australian context; discusses
key elements of the South Australian Government Strategic Directions;
articulates the definition of literacy widely understood throughout the
South Australian educational community; provides supporting evidence about
the importance of literacy; includes a review of some current South
Australian literacy initiatives and issues; and last, lists relevant
research findings and reports that inform South Australia’s literacy
improvement agenda. The submission makes eight recommendations.
|
|
414 |
Mr Ted Strong, NSW
The submission says that learning to read for children with a learning
difficulty is a logical acquisition of skills, and discusses deficiencies
in current pedagogy.
|
|
415 |
Mr M McDougall, NSW
This submission discuses a range of issues that influence literacy and
makes the point that Dickens’ treatise on education, Hard Times,
contains all of the main elements of current best practice, and also draws
on John Dewey’s Art as Experience.
|
|
416 |
Ms Hylda Lane, NSW
This submission promotes a return to the basics, and describes the class
routine when the writer was at school, including singing the alphabet,
learning the sounds each letter makes, learning to pronounce simple and
then more complex words.
|
|
417 |
The Redeemer Baptist School, Hills Regional Skills Centre, NSW
This submission’s discussion is organised under the following headings:
research-based teaching practice; a full range of language experiences;
integrated and systematic literacy instruction; a new generation of
phonics; multisensory instruction; translation from research into literacy
practice; and metacognitive learning strategies. The Hills Regional Skills
Centre is a Registered Training Organisation (RTO).
|
|
418 |
Ms Rosalie van der Graaf, NSW
This submission focuses on the issue of the ages at which concepts should
be taught. The submission states that modern research has shown that
children are not ready to begin formal reading before they have attained a
mental age of at least six years, and that the key to learning easily and
well is not starting to learn certain concepts before one’s brain is ready
to learn those concepts.
|
|
419 |
Association of Independent Schools of Western Australia (AISWA) and
South Australia (AISSA)
This joint submission draws on consultations with practitioners in South
Australia and Western Australia, and discusses the following: definitions
of literacy; current practices in the teaching of literacy; and
practitioner issues. The submission makes eight recommendations. This
submission provides a practitioners’ viewpoint on the teaching of literacy
in SA and WA Independent schools.
|
|
420 |
Professor Trevor Cairney, NSW
The submission considers all five of the Inquiry’s objectives, but gives
greatest emphasis to the first and last. The discussion is presented under
the following headings: review and analyse recent research; teacher
education issues; the impact of research on teaching; assessment methods
being used to monitor progress; and best practice approaches in teaching
and teacher education.
|
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