Submissions 41-60
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Submission Number |
Author |
41 |
Dr Deanna Hazell, ACT
The submission says that the teaching of literacy in schools should
include, on a daily basis, sessions in reading aloud and related
comprehension activities, handwriting, spelling, and journal writing. In
addition, the author contends that literacy should always be taught first
thing in the morning. The submission describes in detail the methods that
were used for teaching literacy in the writer’s school. The writer was a
school principal for 16 years.
|
42 |
Ms Carolyn Glover, VIC
The author of this submission draws on her own experiences in the UK and
the use of Jolly Phonics. The submission says that previous methods
used in the UK had lacked success either because they had been only
partially implemented or because the children found them confusing. The
submission says that because different children respond to different
methods, it is important for teachers to use a range of methods, including
whole-word methods. However, the overall approach must be systematic and
comprehensive, rather than dipping into different systems.
|
43 |
Dr Gary Goh, Confucius College, QLD
The submission describes teaching methods using a phonetics based
interactive CD ROM. It claims that traditional textbook teaching methods are
often frustrating for students but, with computer learning, students can
improve through visual, interactive classroom and individual learning.
|
44 |
Mr Brian Montgomery, Simply Created Solutions,
QLD
This submission provided the Inquiry a copy of Your Choice, an education
program created for parents and children, and the community, to encourage
completion of Year 10 and to encourage greater bonding within families.
|
45 |
Confidential
|
46 |
Name Not Made Public
This submission uses the following headings: the teaching of reading in
Australia’s schools; the assessment of reading proficiency including
identification of students with reading difficulties; and teacher training
and the extent to which it prepares teachers for reading instruction.
|
47 |
Ms Jean Clyde, TAS
This submission says that 70 per cent of the children passing through
the writer's learning centre had no significant learning difficulty, but had
experienced inappropriate teaching methods. The submission makes the
following points: early assessment of literacy skills is essential;
traditional phonics is the only pedagogy that is appropriate for the level
of psychological developmental of infant students - infants must first be
able to read and spell words with confidence before they can develop
comprehension, and predictive cueing from context and syntax; teacher
training needs to include diagnostic and standardized testing; and
educational bureaucrats and teacher educators need to be open to alternative
pedagogies to the whole language approach.
|
48 |
Mr Philip and Mrs Sian Anderson, TAS
This submission says that many teachers have difficulty with the
enormous challenge of teaching large groups of children to read. The
submission discusses this challenge and its effects, and provides the
writers’ prescription for better literacy in Australia.
|
49 |
Ms Peta Newman, TAS
This submission stresses the importance of Melanie Phillips' book,
All Must Have Prizes, and says that it illuminates just how the UK, US
and Australia have become so illiterate, crime-ridden and burdened by so
many unemployable young people. The writer recommends that a copy should be
purchased for each Committee member.
|
50 |
Ms Mem Fox, SA
This submission provides a copy of a letter (dated 24 January 2005) that
the writer originally sent to the Hon Dr Brendan Nelson MP, Minister for
Education, Science and Training. In this letter the writer supports a first
national read-aloud conference, and addresses the following: why have a read
aloud convention?; what’s so hot about reading aloud anyway?; so what is
reading?; early readers and their use of phonics; poor readers and their use
of phonics; the good old days of phonics; teaching the teachers; a last word
about phonics and the Chinese; and good science v bad science in the
teaching of reading. Ms Fox is a renowned author of children’s books who
retired from her associate professorship at Flinders University in 1996
after teaching literacy studies to teachers for 24 years.
|
51 |
Mr Theo Lau, VIC
This submission says that TV programs with captioning could help
illiterate children and migrants, and encourages the Australian Government
to subsidise the purchase of such facilities by schools and families.
|
52 |
Confidential
|
53 |
Mr Jim Latta, ACT
This submission says that the writer’s research shows that the ability
to respond physically to a musical beat is closely linked to children’s
skills in reading, writing and concentration. The submission says that music
is important because it teachers children how to concentrate in a non-verbal
non-threatening environment. The wrier is a music teacher and therapist.
|
54 |
Mr Brian and Mrs Lenore Lindbeck, NSW
This submission refers to the value of retired teachers being employed
to team teach with class teachers to assist in the ongoing development of
literacy teaching skills across the high school curriculum. The writers
mention such positive outcomes as: improved student literacy results; an
increased skills base for established teachers; new teaching programs being
written; the normality of the school organisation not affected; the program
is subject specific and enhances understanding of the subject; and,
supplementary physical teaching resources being found locally.
|
55 |
Mr Mike Stock, Volunteers for Isolated Students' Education
(VSIE)
This submission provides a history of reading approaches in Australian
schools since the 1950s and maintains that the main problem with reading is
faulty methodology. This submission concludes that: every primary teacher
should be an expert in the teaching of reading; training institutions need
to recruit students with higher entrance scores; resources need to be
targeted at early primary grades; and a national curriculum would lead to
consistent approaches to the teaching of reading.
|
56 |
Ms Keshena Mallouhi, VIC
The submission maintains that teachers are not taught how to teach the
fundamentals of literacy during their pre-service training. It says that
universities need to focus less on theories of education and more on how
teachers are actually going to teach reading and writing. The writer
believes the THRASS program effectively teaches the fundamentals of
literacy.
|
57 |
Confidential
|
58 |
Confidential
|
59 |
Ms Jenny Madden, WA
This submission claims that while innovative and exciting methods of
teaching literacy are being used in primary schools these methods are mostly
designed for the brighter students. The writer believes that reading must be
built on a solid foundation of the alphabet well learnt, sounds well learnt,
sight words well learnt, sentence structure, grammar; parts of speech, oral
reading - heard and practiced, and reading every day. The writer is a
trained remedial reading teacher.
|
60 |
Australian Learning Disability Association
This submission highlights the difference between students with a
learning disability and a learning difficulty. It says that the Inquiry
should address the following issues: the development of a national
definition of a learning disability (which would enhance the Australian
community’s understanding of the nature of learning disabilities); the need
for education providers to train teachers and support staff to identify
possible learning disabilities as opposed to learning difficulties in young
students; the development of national guidelines for psychometric testing
for the existence of a learning disability; and the creation and recognition
of a national repository of up to date information regarding the
accommodations that can be recommended for all forms of learning
disabilities.
|
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