Education Commons^™

Literacy Learning: What Works For Young Indigenous Students??, Nola Purdie, Kate Reid, Sarah Buckley

Dr Sarah Buckley

The Longitudinal Literacy and Numeracy Study for Indigenous Students (ILLANS) tracked the growth in literacy and numeracy skills of a group of Indigenous students from 27 schools across Australia from the beginning of primary school until the end of Year 6. At the time the study was conceived, longitudinal studies on the school achievement of Indigenous students were comparatively rare. A desire to develop a broader picture of primary school experiences motivated data collection that included a range of other data from a variety of informants in addition to academic achievement data. ILLANS commenced in 2000, with the first phase …

Using Technology In Pedagogically Responsive Ways To Support Literacy Learners, Lisa Kervin, Jessica Mantei, Jan Herrington

Jessica Mantei

No abstract provided.

Raising Our Voices And Sharing Our Vision: How We Support Literacy Learners Within Our Stage Context, Maria Turner, Robyn Menghi, Leah Galea, Jessica Mantei, Lisa Kervin

Jessica Mantei

No abstract provided.

Visions For Literacy Learning: The Quest For Meaningful Use Of Computer-Based Technology In Reading And Writing Experiences, Lisa Kervin, Jessica Mantei

Jessica Mantei

No abstract provided.

Final Evaluation Report: Supporting Improved Literacy Achievement (Sila) Project, Robert Hattam, Lyn Kerkham, John Walsh, Jenny Barnett, Dianne Bills, Petra Lietz, Mollie Tobin

Dr Petra Lietz

The Supporting Improved Literacy Achievement (SILA) project has attempted to make a difference to literacy achievement in some of the most ‘educationally disadvantaged’ schools in South Australia, and hence to take on seriously what has been an intractable policy and practice problem for many decades. In brief, the SILA project has adopted a coaching model as the means of providing schools with support for developing responses to diagnostic reviews. This strategy is a significant departure from common practice in DECS where schools are expected to undertake regular self-review processes using the DIAf tools with support for post-review development usually left …

Thinking Critically About Diagrams: A Theoretical Framework For General Diagrammatic Literacy, Brad Jackel

Dr Brad Jackel

Diagrams are used heavily throughout contemporary society, yet there is little guidance for educators on teaching students to think critically about diagrams in general. Because of this there is almost no systematic guidance for learners on how to approach unfamiliar diagrams with some degree of confidence, particularly in terms of their ability to think critically about the visual ‘rhetoric’ of a given diagram. This is a crucial ability to foster in students, given society’s increasing reliance on forms of graphical communication which encourage the use of diagrams (internet, PowerPoint, tablet computing, smart phones) and the decision-making contexts in which diagrams …

Contemporary Literacy Practices Of Early Learners (Preps), D Cohen, Anne-Marie Chase

Dr Anne-Marie Chase