Submission Number |
Author |
|
421 |
Australian Association for the Teaching of
English, SA
The submission focuses on adolescents and the middle and secondary
years. It discusses the following topics: literacy in the middle and
secondary years; engagement, intellectual quality and diversity; the Four
Resources Model; literacy across the curriculum; and last, acknowledging the
professionalism of teachers. The Australian Association for the Teaching of
English (AATE) represents 6,000 teachers of English and literacy mainly from
the secondary government and non-government sectors across Australia.
|
|
422 |
Mr Dimitri Caplygin, QLD
This submission says that we need to be clear about the difference between
reading difficulties and reading disabilities, saying that confusion on
this point can lead to conventional learning support being given in cases
where an intervention would have been more appropriate. The submission
refers to a new intervention that is based on science and that is an
effective complementary tool to better teaching.
|
|
423 |
Mrs Frances Graham, NSW
This submission describes the Graham Method of teaching reading. This
method was developed for use with older primary school children who were
having problems with their reading but the submission indicates that it
can also be used by high school teachers in remedial reading classes.
|
|
424 |
Independent Education Union of Australia
This submission expands on the following points: one, the dichotomy
between the whole of language and phonics approaches is artificial; two,
teachers of literacy use a range of approaches; three, the underpinning
principles and methodology of the 1996 National School Literacy Survey (NSLS)
represent best practice in literacy assessment processes; four,
pre-service training and well-resourced ongoing professional learning are
fundamental; five, there is value in the recommendation of the NSLS Report
Mapping Literacy Achievement which urges the establishment of
base-line data of student literacy achievement; six, the need to redress
the impact of socio-economic disadvantage on literacy learning should be a
priority; and last, that the Inquiry should look to the work of the
Standards for Teachers of English Language and Literature in Australia
(STELLA) Project.
|
|
425 |
Name Not Made Public
This submission describes help that the writer has given her daughter,
including employing a private tutor. The writers says that at school her
daughter was taught to read using the whole language approach, and while
this tutor has helped, her daughter is still not a strong reader.
|
|
426 |
Mr Errol Arnold, QLD
The submission comments on teacher training and the teaching of reading in
schools.
|
|
427 |
Dr Glenda Raison, WA
This submission provides a discussion that uses the following headings:
the power of definitions; what counts as research? who should control what
is taught? does research have to be replicable? and last, motivation and
reading.
|
|
428 |
Name Not Made Public
This submission draws on the writer’s experience as a teacher to comment
on how reading is taught in our schools.
|
|
429 |
New South Wales Department of Education and Training, NSW
This submission discusses the following: literacy and the NSW approach to
literacy; teaching and learning literacy in NSW; NSW State Literacy
Strategy policy documents and resources; successful programs and
teacher professional development; NSW literacy results; early intervention
and supporting students at risk; NSW focus on continuous improvement;
teacher quality; and last, issues of concern. The submission makes four
recommendations.
|
|
430 |
Dr Marlynne Grant, UK
This submission brings the research papers to be found at
www.ridgehillpublishing.com
to the Inquiry’s attention.
|
|
431 |
Education Queensland, QLD
This submission provides: a summary of the Education Queensland’s literacy
initiative, Literate Futures; a consideration and analysis of
student outcome data and Education Queensland’s approach to improving
outcomes; information about the literacy and pedagogical frameworks
informing teacher practice in Queensland state schools; comment on future
directions in literacy in Education Queensland; and last, exemplars of
effective practice.
|
|
432 |
Mr Devon Barnes, NSW
The submission expresses concern about students who despite having
excellent cognitive skills fail to acquire competent literacy skills. The
submission discusses: the role of speech pathologists in the assessment
and treatment of such children; and programs for remediation of reading
difficulties that conform to current research findings.
|
|
433 |
Faculty of Education and Social Work, University of Sydney, NSW
This submission concentrates primarily on the teaching of reading for
those experiencing difficulties. It provides background on the Faculty; a
short review of the literature on teaching children who are experiencing
reading difficulties; and last, sets out the Faculty’s approach to the
pre-service education of teachers of such children.
|
|
434 |
Ms Stephanie Mallen, QLD
This submission sets out to explain why phonological awareness is
critical to literacy success. It concludes that only by realising that
phonological awareness must be incorporated into an integrated literacy
curriculum which also provides much language enrichment and meaningful
applications of literacy skills will we move forward.
|
|
435 |
Australian Council of Deans of Education (ACDE)
This submission aims to promote a balanced view on the teaching of
reading and the ways that literacy in general is achieved. The discussion
is under the following headings: phonics; whole-language; application to
the literacy debate; and research and literacy.
|
|
436 |
Name Not Made Public
This submission argues for better support from schools for children with
high IQs. It says that the needs of such children are often not adequately
addressed in the current educational system.
|
|
437 |
Mr Peter Rowan, NSW
This submission brings to the Inquiry’s attention the writer’s book
Natural Excellent Reading for 4 Year Olds.
|
|
,p>438 |
Mr Alexander Young, TAS
This submission describes an assessment tool the writer has developed
called FlickNTick. It says that this software package enables
teachers to identify student prior knowledge, knowledge acquired, and to
self-appraise in terms of teaching effectiveness.
|
|
439 |
Dr Garry Gohz, QLD
The submission proposes that either of following two programs be
distributed to schools: Interactive Phonetics CD Rom program, which
students can use for learning in their schools' computer language
laboratories nationally; or Phonetics BBC English CD Rom The Dialect
Magician, an interactive program that teaches English pronunciation
and phonetics to students.
|
|
440 |
Confidential
|
(156.5 KB, 10 Pages)
(445.2 KB,
10 Pages)