Application of organisational learning theory to Australian reading instruction. Appraisal of current Australian instructional supports of reading-accuracy instruction. A model of Core Literacy instruction, supporting building of optimal reading-accuracy instruction matched to individual children’s instructional needs. Cognitive load aspects of reading-accuracy development, difficulties and instruction. The impacts of English orthographic complexity on reading-accuracy development. The study contributes new knowledge in the following areas: 1. It used critical analysis of the reading research literature to seek appropriate directions to take in order to develop effective Australian classroom reading instruction which would result in at-risk readers successfully mastering reading-accuracy. This study used the pragmatic paradigm, and was a multiphase longitudinal study using many features of grounded theory. Despite its availability, this knowledge is not incorporated in current Australian reading instruction, approximately 30% of Australian readers experience reading difficulties, and there is continuing divisiveness amongst Australian reading professionals on reading development, difficulties and instruction. There is thus extensive accumulated knowledge on reading-accuracy development, difficulties and instruction which has been available for many years. There are very large amounts of rigorous reading research which have built knowledge on reading-accuracy development and difficulties, and effective reading-accuracy instruction for at-risk readers. Report submitted to the Australian National Inquiry into the Teaching of Literacy. The Galletly Report: Reading-accuracy development, difficulties and instruction in Australia.
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