Submissions 61-80
<< Back - Submissions 41-60 |
Next - Submissions 81-100 >>
Submission Number |
Author |
61 |
Dr Des Pickering, Edpsych Services, VIC
The submission addresses the following issues: a description of the
major groups that experience reading problems and their needs; reading
methods and their appropriateness and the needs of failing readers; possible
solutions to the problem (from the point of view of teacher training, tests
and instructional techniques); and an overview of solutions which have been
successful in the past. The writer has 40 years experience as a teacher,
educational psychologist, researcher, administrator and teacher educator.
|
62 |
Mr Phil Newman-Martin, VIC
This submission claims that Australia is in rapid decline due to the
present school system. It describes the writer’s positive experience with
the study technology that is offered at Applied Scholastic Centres
throughout Australia. The writers urge the Inquiry to find out about
training and education programs offered by Applied Scholastics, and to look
favourably to the introduction of this learning system into all schools.
|
63 |
Mrs Mary Newman-Martin, WA
This submission
says that the whole word method of teaching reading has advantages over the
phonics approach because we don’t read or speak in letters, we use words.
The disadvantage of the phonics approach is that the child learns many
different sounds for a letter and then has to apply those rules to each word
as they meet it, which is a laborious task.
|
64 |
Ms Jane Granger, NSW
This submission
says that the whole word method of teaching reading has advantages over the
phonics approach because we don’t read or speak in letters, we use words.
The disadvantage of the phonics approach is that the child learns many
different sounds for a letter and then has to apply those rules to each word
as they meet it, which is a laborious task.
|
65 |
Mr Mike McLennan, WA
The writer points to the increasing illiteracy of the average school and
university graduate of recent years, and claims that lowered standards have
been used to cover up ineffective teaching methods that ignore age old
basics of phonetics, grammar and penmanship. The writer recommends the Study
Technology of L Ron Hubbard as a superior method of teaching that will
result in a fully literate student.
|
66 |
Ms Paula McLennan, WA
The writer urges the Inquiry to adopt the teaching methods of Study
Technology, offered by Applied Scholastics, through which students have been
assisted to realise their interests and potential and that they are capable
of learning and their lives are not as predetermined as they had been led to
believe.
|
67 |
Confidential
|
68 |
Ms Pauline Zani, WA
This submission claims that declining literacy standards and increasing
behaviour problems in schools are directly linked. The writer believes that
a return to teaching reading using a phonics based method, combined with
basic instruction in the Hubbard Study Technology method would go a long way
to improving literacy standards in Australia.
|
69 |
Emeritus Professor Peter Rousch AM, NSW
This submission refers to the current confusion over the use of terms
used in the debate on reading, and denies the proposition that emphasis on
one methodology, whether it be an emphasis on sounding out words or
identifying them in isolation, leads to reading success. The submission says
that mastery of the reading process requires an understanding of the
semantic, grammatical and sound/symbol relationships inherent in
alphabetised text and any methodology that ignores any of these features
cannot succeed. Limitations of the various methodologies are discussed. The
submission also claims that principles underlying particular methodologies
have relevance and that teachers should understand the reading process prior
to deciding upon what is relevant for particular children. Brief attention
is given to the limited capacity of the brain to transfer information to the
short-term memory where comprehension of text is affected. The writer is
also concerned that debates over literacy are often emotional and that
criticism of research can be motivated by a fierce defence of one’s own
position. The submission claims that teacher educators have a responsibility
to ensure that their students have a thorough understanding of the reading
process, how the respective methodologies relate to this and what strategies
then become relevant for particular learners. The writer has more than 50
years experience as a teacher, teacher educator, university researcher
(literacy education), and administrator.
|
70 |
Mr Nick Dale, WA
This submission attributes the courses offered through Applied
Scholastics as helping the writer’s IQ to increase, improving his literacy
skills, and revitalising and increasing his appetite for study and learning.
|
71 |
Mr John Chopping, WA
The writer would like to see the study methodology devised by the
American author and humanitarian L Ron Hubbard be used in our Australian
school system, with an Applied Scholastic representative in every school.
|
72 |
Ms Barbara Simunov, WA
This submission covers the following issues: children must learn to read
by age five or it is possible that they will never catch up; the needs of
students who do not meet a satisfactory standard; government initiatives to
encourage students to stay at school; how to encourage children to have a
joy of literature (and how parents, child care workers and teachers can
help); and lastly, how a love of literature is a basis for a love of
learning. The writer is a retired teacher with 50 years experience in Child
Care, PrePrimary, Primary, High School and TAFE.
|
73 |
Mr Thomas Campbell, NT
This submission provides an account of how as an adult the writer
improved his ability to spell using a memory system called ‘The Art of
Spelling’ that he had devised. The submission also gives an account also of
how Mr Campbell’s daughter learnt to read and write.
|
74 |
Ms HannahAna Eichler, TAS
This submission says that literacy skills will pick up when teaching
children to read and write at too early an age has stopped. The submission
provides the writer’s research project titled The Importance of the
Expressive Arts in Early Childhood for the Facilitation of Reading and
Writing.
|
75 |
Dr Ray McLaughlin, Albury Education Centre,
NSW
This submission discusses the following topics: the teaching of reading in
Australian schools; the assessment of reading proficiency including
identification of students with reading difficulties; teacher training and
the extent to which it prepares teachers for reading instruction. This
submission makes the point that because teacher training establishments turn
out teachers who are only equipped to teach reading using a single strategy,
tutoring businesses such as his thrive. The writer was the founder and
director of several Education Centres operating in southern NSW and north
eastern Victoria.
|
76 |
Ms Katherine Greenland, WA
This submission proposes the reform of the spelling of English in
Australia. The discussion is organised around the following questions: why
should English spelling be reformed?; why has spelling not been reformed
yet?; what is wrong with our spelling?; how can it be put right? (A reform
model is proposed under the name of ROSE (Reformed Orthography of Standard
English)); what happens to the English look how can the reform be
implemented?; and where can further information be obtained?
|
77 |
Mr Chris Lynch, VIC
This submission includes a paper titled Young male readers - the
revival of traditional male fiction: putting reading back onto the youth
agenda which examines the causes of the reading problem of young males
aged 10 to 18, and which proposes solutions. The writer has been a
professional illustrator, designer, story developer, independent publisher
and trainer, with long-term experience in the publishing and advertising
industries.
|
78 |
Mr David White, WA
This submission urges the Inquiry to investigate the teaching methods of
Study Technology, offered by Applied Scholastics, which helped the writer to
understand the definitions of words in his studies, and therefore his
comprehension and communication improved.
|
79 |
Mr Craig Jackson, NSW
This submission calls for a broadened inquiry into the teaching of
spelling and the remediation of spelling difficulties because 20 per cent of
all students have some degree of difficulty with complete spelling mastery
of the standard spelling code, and approximately 10 to 14 per cent still
have severe difficulties by the time they transfer to secondary school. Mr
Jackson promotes the use of phonetic spelling calculators which he says have
undergone seven successful field trials in Australia and New Zealand. Mr
Jackson is a registered educational psychologist who has specialised in the
remediation of spelling difficulties.
|
80 |
Mr John Brennan, WA
This submission says that the whole word method of teaching reading has
advantages over the phonics approach because we don’t read or speak in
letters, we use words. The disadvantage of the phonics approach is that the
child learns many different sounds for a letter and then has to apply those
rules to each word as they meet it, which is a laborious task.
|
<< Back - Submissions 41-60 |
Next - Submissions 81-100 >>
Return to Top
|
(55.8 KB, 8 Pages)
(328.0 KB,
8 Pages)