tag:blogger.com,1999:blog-72491880396805664332024-03-12T16:05:13.896-07:00Reading ComprehensionGary Woolley PhDDr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.comBlogger101125tag:blogger.com,1999:blog-7249188039680566433.post-50445296588478901572018-11-20T01:25:00.000-08:002018-11-20T01:25:13.082-08:00Self-regulation part 2: Linking Metacognition and Self-regulation<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>Executive Functioning</b><br />
This blog follows on from an earlier blog that I wrote after Christmas where we looked at the idea that children, when they are <a href="https://www.blogger.com/blogger.g?blogID=7249188039680566433#editor/target=post;postID=6979513177108731894;onPublishedMenu=template;onClosedMenu=template;postNum=5;src=postname" target="_blank">very young, develop self-regulation</a> when faced with the situation of having to deny immediate self gratification in order to achieve a greater goal over time. It was obvious that children develop different degrees of self-control and the lack of self-regulation can lead to a diminished ability to learn independently. In school many children with literacy-related learning difficulties are at a disadvantage because the delay in development of adequate self-regulation becomes an <a href="https://www.edutopia.org/article/executive-skills-struggling-reader-kelly-cartwright?utm_source=facebook&utm_medium=socialflow" target="_blank">executive functioning</a> problem.<br />
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<b>Metacognition is a type of executive functioning </b>that enables learners to control their own learning behaviours and develop more effective self-regulated strategies. <a href="http://www.sec-ed.co.uk/best-practice/in-the-classroom-metacognition-explained" target="_blank">Matt Bromley has written a very good summary</a> of the "Educational Endowment Foundation's" (EEF) <a href="https://educationendowmentfoundation.org.uk/public/files/Publications/Campaigns/Metacognition/EEF_Metacognition_and_self-regulated_learning.pdf" target="_blank">Teaching and Learning Tool kit </a>report which outlines much of the recent work on metacognition and parallels my own research since 2006. In "Reading Comprehension: Assisting children with learning difficulties "(2011) I used similar ideas to help children who were struggling with reading comprehension and self-regulation. Around this time I developed an intervention comprehension program that utilised a conceptual framework that could be applied in multiple learning contexts. The program became known as the "COR Literacy Framework" and was implemented in many schools in Queensland with Independent Schools Queensland in partnership with Griffith University.<br />
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<b>Literacy framework incorporating metacognition & self-regulation </b><br />
At first it was envisaged to be used to train teachers and teacher aids during 2008 but it was such a huge success that it was extended for another three years. During this time the framework was improved through a number of iterations, due, impart to the feedback I received from many teachers that took part in the research. Initially it began as an intervention program for children with reading comprehension difficulties for upper primary students but it was found to include a much wider application for children in lower primary and also in some high school settings. This was because <b>the framework is not content specific</b> but was built upon a metacognitive and self-regulation structure. I have a 12 part series of blogs, called "<a href="https://www.blogger.com/blogger.g?blogID=7249188039680566433#editor/target=post;postID=2029169187030891992;onPublishedMenu=template;onClosedMenu=template;postNum=75;src=postname" target="_blank">COR Literacy Framework Part</a>#", where I discuss a number of teaching and learning principles and strategies that have contributed to the success of the program.<br />
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<b>Product OR process ?</b><br />
Many of the ideas that resulted from this research were applied in my first book (above) and also in "Developing literacy in the primary school" and "Developing literacy in the secondary school". I consider that metacognition, self-regulation and comprehension strategies should be taught explicitly in all school contexts from lower primary to secondary classrooms. However, often teachers are so focussed on teaching content (or product) that they neglect to concentrate on the process as well. The links above may help teachers have a more informed understanding of executive functioning in learning and when to apply the skills appropriately.<br />
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Woolley, G. E. (2011). <a href="https://www.amazon.com.au/Reading-Comprehension-Assisting-Children-Difficulties/dp/9400711735/ref=sr_1_2?s=books&ie=UTF8&qid=1542704459&sr=1-2&keywords=Gary+Woolley" target="_blank">Reading comprehension: Assisting children with learning difficulties. </a>Dordrecht: Springer.<br />
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Woolley, G. E. (2014). <u><a href="https://www.amazon.com.au/Developing-Literacy-Primary-Classroom-Woolley/dp/1446267296/ref=sr_1_3?s=books&ie=UTF8&qid=1542704459&sr=1-3&keywords=Gary+Woolley" target="_blank">Developing literacy in the primary classroom.</a></u> London: Sage.<br />
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Barton, G. & Woolley, G. E. (2017). <a href="https://www.amazon.com.au/Developing-Literacy-Secondary-Classroom-Georgina-ebook/dp/B071HF266C/ref=sr_1_1?s=books&ie=UTF8&qid=1542704459&sr=1-1&keywords=Gary+Woolley" target="_blank">Developing literacy in the secondary classroom.</a> London: Sage.<br />
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-50446220417917825592018-01-02T15:08:00.002-08:002018-01-02T15:08:32.534-08:00Reading Recovery<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "times" , "times new roman" , serif;">I just read a very disturbing article by Alexandra Smith in the <a href="http://www.smh.com.au/national/education/new-literacy-teachers-recruited-as-nsw-government-axes-reading-recovery-20171222-h09c5f.html" target="_blank">Sydney Morning Herald</a> dated 31<sup>st</sup> December, 2017. The article reported on the New South Wales (N.S.W.) government’s decision to axe the $50 million dollar Reading Recovery program even though it may have had some impact on students who are really struggling with basic reading. The government claimed that gains were often short-lived. </span></div>
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<span style="font-family: "times" , "times new roman" , serif;">This is a concern because this very important decision was made with little consultation with educators, policy makers and caregivers. Furthermore, it has been timed to coincide with the Christmas/New Year's break when many educators, policy makers and caregivers are away on holidays. The government does acknowledge that there have been gains and that these gains were not followed up with ongoing support and consolidation. </span></div>
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<span style="font-family: "times" , "times new roman" , serif;">There are two essential questions that need to be answered: Has Reading Recovery been adequately implemented in New South Wales? and How has it been implemented elsewhere? </span><span style="font-family: "times" , "times new roman" , serif;">Reading Recovery Council of North America, for example, wrote a very comprehensive report - ‘What evidence says about reading recovery?” They found there is substantial scientific evidence to support </span><a href="http://www.abc.net.au/radionational/programs/lifematters/does-reading-recovery-work/7150074" style="font-family: Times, "Times New Roman", serif;" target="_blank">Reading Recovery</a><span style="font-family: "times" , "times new roman" , serif;">’s effectiveness with lowest-performing first-grade students. They also stated that Reading Recovery does not claim to be the only solution to the nation’s reading problems. However, it seeks the right to be considered as an early intervention option for state and local educational authorities.</span></div>
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<span style="font-family: "times" , "times new roman" , serif;">More recently on the ABC Radio National, Life Matters Program (Thursday 11<sup>th</sup> February, 2016 11:58am) <a href="https://readingrecovery.org/images/pdfs/Reading_Recovery/Research_and_Evaluation/What_Evidence_Says_Full_Report.pdf" target="_blank">What evidence says about Reading Recovery</a> Amanda Smith asked <span style="color: #333333;">Dr Michael Bezzina, director of teaching and learning at the Catholic Education Office in Sydney, what he thought about Reading Recovery. He supported the continuation of Reading Recovery and stated, "We have a success rate of 90 per cent. Kids with English as a second language are doing better than the rest of the cohort… We've tracked our ex-Reading Recovery students over 20 years, and by year three those kids who were in the lowest 20 per cent of readers in year one, 20 to 30 per cent are in the top two bands of the NAPLAN test."</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;">If there is compelling evidence for the effectiveness of the program then why axe it? Maybe, I can offer some insights from my own research into literacy and learning difficulties. Many research studies have attested to the efficacy of individualised tutoring program, not only in literacy but also in mathematics as well. My own research has supported this. Reading Recovery is one that has been around since the 1970s and so needs to reflect change in line with ‘evidence based’ research. The reading Recovery Council of North America maintained that ‘policy makers have the responsibility to consider evidence from a wide range of perspectives and validated research models.” The question is, has this change taken place systematically in N.S.W. in the light of recent research?<o:p></o:p></span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Reading Recovery is, however, not a panacea for all literacy problems. The reason that it targets children in year 1 is that it is an early intervention program that is meant to supplement other literacy lessons in the classroom. Its purpose is to provide extra <b>meaningful </b>literacy opportunities in a direct and systematic way. It was not meant to replace other literacy activities (such as phonic lessons) in the classrooms but to compliment them. Thus, an early intervention program, such as Reading Recovery should be in integrated part of a comprehensive literacy effort.<o:p></o:p></span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Reading Recovery was not meant to be a remedial reading program but a preventative measure for students that are <b>at risk</b> of failure. In most cases these students tend to have poor language exposure and poor experiences with book reading at home before starting school. They usually require extra literacy input to give them the necessary skills to keep pace with their more literate peers. On the other hand, students with specific learning difficulties most likely will not benefit from Reading Recovery as they need to have their specific learning problems addressed, often with a program that addresses their particular needs. <o:p></o:p></span></div>
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<span style="font-family: "times" , "times new roman" , serif;">In conclusion: <b>Reading Recovery should</b>:</span></div>
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<li><span style="font-family: "times" , "times new roman" , serif; text-indent: -18pt;">be an integral part of an overall year 1 program for students who are considered to be at risk of failure at school;</span></li>
<li><span style="font-family: "times" , "times new roman" , serif; text-indent: -18pt;">not include students that have a specific learning difficulty;</span></li>
<li><span style="font-family: "times" , "times new roman" , serif; text-indent: -18pt;">include ongoing training and</span><span style="font-family: "times" , "times new roman" , serif; text-indent: -18pt;"> </span><span style="font-family: "times" , "times new roman" , serif; text-indent: -18pt;">improvement in light of recent research; </span></li>
<li><span style="font-family: "times" , "times new roman" , serif; text-indent: -18pt;">offer diversity by being included as one of several approaches, according to need; and </span></li>
<li><span style="font-family: "times" , "times new roman" , serif; text-indent: -18pt;">supplement other literacy activities in the classroom rather than being a replacement for them.</span></li>
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-15413952835548139562017-09-18T03:07:00.000-07:002017-09-18T03:07:40.241-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<h1>New phonics test will do nothing to improve Australian children's literacy</h1>
<span><a href="https://theconversation.com/profiles/misty-adoniou-107235">Misty Adoniou</a>, <em><a href="http://theconversation.com/institutions/university-of-canberra-865">University of Canberra</a></em></span>
<p>Minister Birmingham released a report today recommending that all Year 1 students in Australia complete a phonics test. The panel responsible for the report has recommended that Australia adopt the Year 1 phonics screening check that has been used in England since 2011.</p>
<h2>What is phonics?</h2>
<p>Phonics is the process of matching sounds to letters. It is an important skill when learning to read and write in English. There are two main approaches to teaching children phonics - synthetic phonics and analytic phonics.</p>
<p>Analytic phonics starts with taking a word that children know the meaning of, and then analysing it to see how the sounds in the word match the letters we see within the word. So five-year-old Emma will learn that her name starts with the sound “e” which is represented by the capital letter E, followed by the sound “m” which is represented by the two letters “mm”, and ends with the sound “u”, which is represented by the letter a.</p>
<p>Synthetic phonics starts with letters which the children learn to match with sounds. The meaning of the words are irrelevant, and indeed, inconsequential. The theory is that the children should master letter/sound matches first before trying to attend to meaning.</p>
<h2>Which phonics method is better?</h2>
<p>There is no evidence that one phonics approach is better than the other. In England, the US and Australia, there have been major inquiries into reading and all have concluded that systematic and explicit phonics teaching is a crucial part of effective reading instruction. But none have found any evidence that synthetic phonics approaches are better than analytic phonics approaches, or vice versa. </p>
<p>All inquiries have concluded that whatever phonic instruction method is chosen, it should be one part of a suite of skills children should have when learning to read.</p>
<h2>What is the phonics test?</h2>
<p>The phonics test is based on synthetic phonics. The children are given 40 words on a computer screen, with no context. The words are not put in a sentence, or given any meaning. This is deliberate, and an important feature of a synthetic phonics approach, as the children must show they are not relying on meaning or prior experience with the word in order to successfully decode it. </p>
<p>To this end, 20 of the words the children are given are nonsense words, like “thrand”, “poth” and “froom”, to ensure they are not using meaning to decode the words.</p>
<h2>Why are we introducing it?</h2>
<p>Minister Birmingham is concerned about the numbers of students in Australia who are struggling with literacy. <a href="https://theconversation.com/naplan-results-show-it-isnt-the-basics-that-are-missing-in-australian-education-82113">The decline in literacy standards of Year 9 students is very concerning</a>, and he is right to be looking for solutions. But the solution will not be found in this phonics test for six-year-olds. </p>
<p>As the test has been has already been in use for six years in England we are fortunate to be able to learn from their experience. <a href="https://www.nfer.ac.uk/publications/yopc03/yopc03.pdf">A major evaluation of the test</a> conducted by the Department for Education in England found that the test is not delivering improvements in literacy capabilities, and in fact, is delivering some unwanted side effects, like class time being spent learning to read nonsense words rather than real words. </p>
<p>Numerous other recent studies of the implementation of the phonics test in England provide valuable information that allow us to test the claims for the test against research evidence.</p>
<h2>What does the research say?</h2>
<p><strong>Claim:</strong> The phonics test has improved reading results in England since its introduction.</p>
<p><strong>Evidence:</strong> Year 1 children in England are certainly getting better at passing the phonics test. Over the past six years, <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/577806/SFR42_Phonics_KS1_2016.pdf">pass rates have increased by 23%</a>. This means around 90% of Year 1 children in England can now successfully read nonsense words like “yune” and “thrand”. </p>
<p>However <a href="https://www.researchgate.net/publication/283186153_The_inclusion_of_pseudowords_within_the_year_one_phonics_%27Screening_Check%27_in_English_primary_schools">research has found</a> that the ability to read nonsense words is an unreliable predictor of later reading success.</p>
<p>And so far, the phonics test in England <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/577806/SFR42_Phonics_KS1_2016.pdf">has not improved reading comprehension scores</a>.</p>
<p>As the test only tests single syllable words with regular phonic patterns, it is not possible to know how many English children can read words like “one”, “was”, “two”, “love”, “what”, “who”, or “because”, as such words are not included in the test. This is unfortunate because these are amongst the 100 most common words in the English language, which in turn make up 50% of the words we read everyday - whether in a novel, a newspaper article or a government form.</p>
<p>“Yune”, “thrand” and “poth”, on the other hand, make 0% of the words we read.</p>
<p><strong>Claim</strong>: The phonics test will pick up children who are having reading difficulties. Birmingham <a href="http://www.abc.net.au/news/2017-09-18/expert-panel-recommends-literacy,-numeracy-check-for-year-1/8954752">has stated</a> “the idea behind these checks is to ensure students don’t slip through the cracks”.</p>
<p><strong>Evidence:</strong> <a href="http://onlinelibrary.wiley.com.ezproxy.canberra.edu.au/doi/10.1111/1467-9817.12029/full">Research in England</a> has found that the test was no more accurate than the teacher’s judgement in identifying children with reading difficulties. Teachers already know which children struggle. As researchers, <a href="https://www.teachers.org.uk/files/y1psc-survey-october-2012.pdf">teachers</a> and <a href="https://thewest.com.au/news/wa/phonics-test-no-use-principals-ng-b88439552z">principals</a>
have all said - teachers need more support in knowing how to support those struggling children. </p>
<p><strong>Claim:</strong> The phonics test will provide detailed diagnostics to support teachers to make effective interventions. The chair of the panel recommending the test <a href="http://www.abc.net.au/news/2017-09-18/expert-panel-recommends-literacy,-numeracy-check-for-year-1/8954752">says</a> that the phonics test will drill into the detail of phonics to establish what children know.</p>
<p><strong>Evidence:</strong> <a href="https://www.researchgate.net/publication/314193691_Decoding_the_phonics_screening_check">A thorough analysis of the test’s components</a> found it fails to test some of the most common sound/letter matches in English, and indeed screens for a very limited number of the hundreds of sound/letter matches in English. They found that children can achieve the pass grade of 32 from 40 with only limited phonic knowledge. </p>
<p><a href="https://www.researchgate.net/publication/309672507_Assessing_reading_development_through_systematic_synthetic_phonics">Other research</a> found the test fails to give any information about what the specific phonic struggles of a child might be , or whether the struggles are indeed with phonics. </p>
<p>These limitations mean the check has negligible diagnostic or instructional use for classroom teachers. </p>
<h2>Learning lessons</h2>
<p>Australia is in the fortunate position of being able to learn from the research that has been conducted since the implementation of the phonics test and mandatory synthetic phonics teaching in England. The lesson is clear. The test is unable to deliver what was hoped. Australia should look elsewhere for answers to its literacy challenges. </p>
<p>Already state Education Ministers have begun to let Birmingham know that <a href="https://thewest.com.au/news/wa/ellery-rules-out-phonics-test-ng-b88574201z">they will not be taking up the offer of the national phonics test</a>. </p>
<p>This may be an issue where Australia is able to overcome its intellectual cringe, and act on the research evidence rather than old colonial ties.</p>
<p><span><a href="https://theconversation.com/profiles/misty-adoniou-107235">Misty Adoniou</a>, Associate Professor in Language, Literacy and TESL, <em><a href="http://theconversation.com/institutions/university-of-canberra-865">University of Canberra</a></em></span></p>
<p>This article was originally published on <a href="http://theconversation.com">The Conversation</a>. Read the <a href="https://theconversation.com/new-phonics-test-will-do-nothing-to-improve-australian-childrens-literacy-83045">original article</a>.</p>
Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-20413182571323511022017-07-13T04:07:00.000-07:002017-07-13T04:08:38.071-07:00Developing Literacy in the Secondary Classroom<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>This week I received our latest book.</b><br />
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Let me share some insights about this publication.<br />
<br />
'<a href="https://www.amazon.com/Developing-Literacy-Secondary-Classroom-Georgina/dp/1473947561/ref=sr_1_1?s=books&ie=UTF8&qid=1499942857&sr=1-1&keywords=Developing+Literacy+in+the+Secondary+Classroom" target="_blank">Developing Literacy in the Secondary Classroom</a> is an accessible and comprehensive guide to a wide range of topics relating to literacy, learning and assessment. Taking a learner-centred approach with discussion questions and activities that encourage reflection on key issues and topics covered in each chapter, this is a book that will appeal to teachers and researchers looking for a clear, well-referenced and very practical guide to the field.' <i>Marcello Giovanelli, Senior Lecturer, Aston University.</i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcTonR91AbLEBNyQI7LJaTEblHrbncvUW2EAMpjRBY_UY2No8OQpc-nXWP7JbJZOMFLZYhBKgebPq8oXhdu1y5yE0QjtcYklbXT49jMbu00z7Fz5oWzOEcqNEv7wTPgS0Gup8oHcMVtOCi/s1600/Book3+copy.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="962" data-original-width="702" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcTonR91AbLEBNyQI7LJaTEblHrbncvUW2EAMpjRBY_UY2No8OQpc-nXWP7JbJZOMFLZYhBKgebPq8oXhdu1y5yE0QjtcYklbXT49jMbu00z7Fz5oWzOEcqNEv7wTPgS0Gup8oHcMVtOCi/s400/Book3+copy.png" width="292" /></a></div>
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Today's secondary classrooms are increasingly diverse places and skilled teachers need to be able to develop flexible teaching strategies that can be adopted to best serve diverse learners with divergent needs. This book provides teachers and pre-service teachers with practical guidance on many essential aspects of literacy teaching, and shows how research can be applied to teaching practice.</div>
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Key coverage includes:</div>
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<ul style="text-align: left;">
<li>The fundamental aspects of teaching reading and writing to adolescent learners</li>
<li>How to intelligently select and use literature with secondary students</li>
<li>Multi-literacies and the use of technology in Teaching</li>
<li>Assessment strategies for the classroom</li>
<li>Teaching techniques for developing reading comprehension</li>
</ul>
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-79827134428192650322016-06-21T22:52:00.000-07:002016-06-21T22:52:50.315-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<h1>How should reading be taught in schools?</h1>
<span><a href="http://theconversation.com/profiles/misty-adoniou-107235">Misty Adoniou</a>, <em><a href="http://theconversation.com/institutions/university-of-canberra">University of Canberra</a></em></span>
<p>When my son was nine years old, he put aside the large Harry Potter novel he had been slowly, but enthusiastically, reading each evening and instead began ploughing through lots of fairly uninspiring books that he brought home from school each day.</p>
<p>It turned out the Year 4 teachers had devised a competition at his school - whichever class read the most books would be rewarded with an end of term pizza party.</p>
<p>The aim, I presume, was to motivate the children to read. It is ironic then that the effect was that my son stopped reading for pleasure and instead began reading for the numbers.</p>
<p>Reading is now increasingly being reduced to a numbers game in schools.</p>
<h2>What level is your child at?</h2>
<p>At pick up time, parents quiz each other about what reading level their child is on. Inside the school staff room, teachers are directed to have children on level 15, 20 or 30 by the end of the school year.</p>
<p>Six year olds are deciding whether they are good readers or not based on how many books they have ticked off on their take home reader sheet.</p>
<p>These levels are <a href="http://textproject.org/assets/library/papers/Hiebert-2014-Knowing-whats-complex-and-whats-not.pdf">based on algorithms</a> that calculate the ratio of syllables to sentences, or measure word frequency and sentence length.</p>
<p>The rationale is that these formulae can be applied to rank books on a scale of readability and thus guide teachers to match books with children’s reading ability.</p>
<p>There are two key problems with this numbers approach to reading. First, the algorithms are faulty. Second, publishers misuse them.</p>
<h2>What makes a book hard or easy to read?</h2>
<p>The missing variables in readability algorithms are the authors’ intentions, the readers’ motivations and the teachers’ instruction.</p>
<p>These are key omissions, and they seriously reduce the usability of the algorithms and the credibility of the reading levels they produce.</p>
<p>Fictional stories often use familiar and high frequency vocabulary, and many authors use relatively simple sentence structures.</p>
<p>However the use of literary tools like allegory and metaphor, along with challenging text themes, increases the difficulty of works of fiction in ways that are not captured in readability algorithms.</p>
<p>For example, readability formulae give Hemmingway’s “The Old Man and the Sea” a reading level suitable for primary school students. They may be able to decode the words on the page but comprehension of the book is less likely.</p>
<p>The same formulae may rank a non-fiction book on dinosaurs, for example, as only suitable for high school students because of its uncommon vocabulary, lengthy sentences and multi-syllabic words.</p>
<p>Yet a child’s interest and familiarity with the topic, or a teacher or parent’s support and instruction, can make that non-fiction book very readable for younger children.</p>
<h2>Reading schemes</h2>
<p>As readability formulae are not always a good fit for books, the solution has been, instead, to write books which fit the formulae. And publishers have been very keen to supply those books.</p>
<p>These are the books that our children take home each evening. They are written according to the numbers - numbers of high frequency words, numbers of syllables, numbers of words in a sentence.</p>
<p>What is missing in those books is author intention and craft, reader engagement and interest, and teacher support and instruction.</p>
<p>Essentially, then, what is missing in these books is the very essence of reading.</p>
<h2>What books should children read?</h2>
<p>We have been using the reading scheme system for decades and we still have children struggling to read.</p>
<p>When we use these quasi books to teach reading, we are not adequately preparing them for real reading.</p>
<p>These books, written to fit algorithms, don’t build broad vocabularies in our children. They don’t teach our children how to read complex sentence structures or deal with literary language or read between the lines. In many cases, they turn children off reading altogether.</p>
<p>Children learn to read by reading a book that is a little beyond what they can already read. The gap between what they <em>can</em> read and what they <em>could</em> read is reduced when the child:</p>
<ul>
<li>is highly motivated by the content of the book;</li>
<li>has existing background knowledge about that content;</li>
<li>is receiving good instruction from a teacher.</li>
</ul>
<p>We don’t need books arranged in coloured boxes labelled with level numbers to teach a child to read.</p>
<p>Beautifully written pieces of children’s literature will do the job.</p>
<p>Books full of carefully crafted writing by authors whose intentions are to engage, entertain and inform.</p>
<p>Books that teachers can work with in the classroom showing how sounds work in words, and how words work in sentences to make us feel, see or think new things.</p>
<p>Beautiful books that parents can also buy and delight in reading with their children.</p>
<h2>Why it matters</h2>
<p>The way we teach children to read will fundamentally influence what they understand the purpose of reading to be.</p>
<p>When we teach children to read through schemes that tally their books, we teach them that reading is simply about quantity. If reading is about getting a reward of a pizza, then children are less likely to read for intrinsic rewards.</p>
<p>The claims made for well-written children’s literature are many and varied.</p>
<p>Reading books to your children brings you closer to them, can <a href="http://www.npr.org/sections/ed/2016/06/04/474715791/green-eggs-ham-and-metaphysics-teaching-hard-ideas-with-childrens-books">teach them philosophy</a> and <a href="http://www.smh.com.au/entertainment/books/interview-childrens-author-jeannie-baker-follows-an-endangered-birds-path-20160530-goqqzy.html">about world issues</a>.</p>
<p>But they can do something else. They can teach our children to read.</p>
<img alt="The Conversation" height="1" src="https://counter.theconversation.edu.au/content/61361/count.gif" width="1" />
<p><span><a href="http://theconversation.com/profiles/misty-adoniou-107235">Misty Adoniou</a>, Associate Professor in Language, Literacy and TESL, <em><a href="http://theconversation.com/institutions/university-of-canberra">University of Canberra</a></em></span></p>
<p>This article was originally published on <a href="http://theconversation.com">The Conversation</a>. Read the <a href="https://theconversation.com/how-should-reading-be-taught-in-schools-61361">original article</a>.</p>
Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-51912112430450958982016-04-21T22:21:00.000-07:002016-04-21T22:21:54.046-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<h1>FactCheck Q&A: does Australia have one of the most unequal education systems in the OECD?</h1>
<span><a href="http://theconversation.com/profiles/sue-thomson-16923">Sue Thomson</a>, <em><a href="http://theconversation.com/institutions/australian-council-for-educational-research">Australian Council for Educational Research</a></em></span>
<p><strong>The Conversation is fact-checking claims made on Q&A, broadcast Mondays on the ABC at 9:35pm. Thank you to everyone who sent us quotes for checking via <a href="http://www.twitter.com/conversationEDU">Twitter</a> using hashtags #FactCheck and #QandA, on <a href="http://www.facebook.com/conversationEDU">Facebook</a> or by <a href="mailto:checkit@theconversation.edu.au">email</a>.</strong></p>
<hr>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/_oJyyqjIiDA?wmode=transparent&start=0" frameborder="0" allowfullscreen></iframe>
<figcaption><span class="caption"> Excerpt from Q&A, April 18, 2016.</span></figcaption>
</figure>
<blockquote><p>We have one of the most unequal education systems in the OECD. <strong>– Writer and social commentator Jane Caro, <a href="http://www.abc.net.au/tv/qanda/txt/s4424411.htm">speaking</a> on Q&A on Monday April 18, 2016.</strong></p></blockquote>
<p>As the debate around public and private schooling in Australia rages on, writer and social commentator Jane Caro told the Q&A audience that Australia has one of the most unequal education systems in the Organisation for Economic Co-operation and Development (OECD).</p>
<p>Is that right?</p>
<h2>Checking the source</h2>
<p>When asked for sources to support her assertion, Caro referred The Conversation to a 2015 <a href="http://research.acer.edu.au/cgi/viewcontent.cgi?article=1024&context=aer">report</a> published by the Australian Council of Educational Research.</p>
<p>The report analysed <a href="https://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-IV.pdf">results</a> from the 2012 <a href="https://www.acer.edu.au/ozpisa">Programme for International Student Assessment</a> (PISA) among countries in the Organisation for Economic Co-operation and Development (OECD) and noted</p>
<blockquote>
<p>the general relationship between the overall level of schools’ educational resources and the resources gap between socioeconomically advantaged and disadvantaged schools. Where resources are high, the gap tends to be low, and where resources are low, the gap tends to be high.</p>
<p>The OECD analysis also showed that, contrary to the general pattern, Australia has a high level of resources as well as a high level of inequity in the allocation of those resources. Australia’s overall level of schools’ educational resources is above the OECD average, yet it is ranked fifth among 36 participating countries in resource disparity between advantaged and disadvantaged schools.</p>
</blockquote>
<p>Caro also sent The Conversation an article published by the <a href="http://www.saveourschools.com.au/">Save Our Schools</a> organisation titled <a href="http://www.saveourschools.com.au/equity-in-education/oecd-report-highlights-education-inequity-in-australia">OECD Report Highlights Education Inequity in Australia</a>, and the PISA 2009 results <a href="http://www.oecd.org/pisa/pisaproducts/48852584.pdf">report</a> published by the OECD.</p>
<p>You can read her full response <a href="http://theconversation.com/full-response-from-jane-caro-58276">here</a>.</p>
<p>What the data shows is that Australia is not <em>the</em> worst or nearly the worst when it comes to equality and our education system. In fact, currently we’re roughly on par with a lot of developed nations.</p>
<p>However, it is true there is a great deal of evidence that Australia’s education system is very unequal. The level of equity is <a href="http://www.oecd-ilibrary.org/education/low-performing-students_9789264250246-en">not getting better</a> and if anything, it is getting worse.</p>
<h2>What do we mean by ‘unequal’?</h2>
<p>The best tool for understanding how equal or unequal the Australian education system is compared to other OECD education systems is the OECD’s Programme for International Student Assessment (PISA).</p>
<p>Equity in PISA refers to how well students do on cognitive tests according to their socioeconomic background (SES).</p>
<p>Socioeconomic background is measured in PISA by taking into account parental occupation and education, access to home educational and cultural resources, family wealth, and books in the home.</p>
<p>According to PISA’s measure, “unequal” means there are large differences in the outcomes of high SES and low SES students. In other words, it’s when kids from wealthy or well-off households consistently get better test results than kids from poorer families.</p>
<p>In the 2000 PISA <a href="https://www.acer.edu.au/files/PISA_Report.pdf">report</a>, Australia’s performance in PISA reading literacy was indeed referred to as “high quality – low equity”. In other words, Australia’s achievement was higher than the OECD average but in terms of equity, Australia was below the OECD average.</p>
<p>In reading, in particular, Australia continues to fall into the category of <a href="http://www.oecd.org/pisa/pisaproducts/48852584.pdf">high-quality - low or average equity</a>.</p>
<p>In mathematics and science – subjects that less likely to rely on parental involvement and resources than reading literacy – this is not the case.</p>
<p>In these subjects, Australia falls into the high-quality - high-equity quadrant.</p>
<h2>‘Among the worst’?</h2>
<p>While Australia’s performance in PISA reading literacy has been classed as low equity, Australia’s level of equity was not particularly different to that of many other OECD countries. New Zealand, the United States, the United Kingdom, Belgium, France and Germany (among others) were also classed as low equity when it came to reading literacy.</p>
<p>Saying we are “among the worst” may stretching it a bit – but this is splitting hairs. The data supports the overall point that Caro was making: Australia does have a schooling system that is not equitable.</p>
<p>Based on data from PISA:</p>
<ul>
<li><p>There is a gap of about <a href="https://www.acer.edu.au/documents/PISA-2012-Report.pdf">2.5 years of schooling</a> in mathematical literacy between students in the highest SES quartile and those in the lowest quartile.</p></li>
<li><p><a href="https://www.acer.edu.au/documents/PISA-2012-Report.pdf">Low achievement is strongly associated with low SES</a>. In both mathematics and reading literacy, low SES students comprised about 45% of all low performing students while students from the second lowest quartile accounted for a further 29%. Just 10% of students of low performers were from the highest SES quartile.</p></li>
<li><p>Australia shows a high level of variation in reading literacy performance due to <a href="https://www.acer.edu.au/files/PISA-Report-2009.pdf">SES differences between schools</a></p></li>
<li><p>A recent <a href="http://www.oecd-ilibrary.org/education/low-performing-students_9789264250246-en">re-analysis of the PISA 2012</a> data found that a socioeconomically disadvantaged student in Australia was six times more likely to be a low performer than an advantaged student. After taking account of several other factors influencing school performance such as gender, immigrant and language background, family structure, urban or rural location, pre-primary education and grade repetition, a socioeconomically disadvantaged student is still five times more likely to be a low performer than an advantaged student.</p></li>
<li><p>While all Australian schools report adequate educational resources, schools with a large proportion of low performing students report much <a href="http://dx.doi.org/10.1787/9789264250246-en">lower levels of these resources</a> than schools with a large proportion of high performing students.</p></li>
<li><p>Between 2000 and 2009, Australian secondary schools <a href="http://research.acer.edu.au/cgi/viewcontent.cgi?article=1015&context=ar_misc">became more differentiated in reading achievement</a>. That differentiation became more strongly linked to the average socioeconomic context of the school.</p></li>
</ul>
<h2>Verdict</h2>
<p>Australia might not have <em>the</em> most unequal educational system in the OECD but there is good evidence that our schooling system is not equitable. <strong>– Sue Thomson</strong></p>
<hr>
<h2>Review</h2>
<p>This is a fair analysis. Underpinning the PISA-based findings are above-average segregation in Australian schooling and marked social and school sector inequalities in upper secondary education (as reflected in ATAR scores). <strong>– Richard Teese.</strong></p>
<hr>
<p><div class="callout"> Have you ever seen a “fact” worth checking? The Conversation’s FactCheck asks academic experts to test claims and see how true they are. We then ask a second academic to review an anonymous copy of the article. You can request a check at checkit@theconversation.edu.au. Please include the statement you would like us to check, the date it was made, and a link if possible.</div></p>
<img alt="The Conversation" height="1" src="https://counter.theconversation.edu.au/content/58156/count.gif" width="1" />
<p><span><a href="http://theconversation.com/profiles/sue-thomson-16923">Sue Thomson</a>, Director, Educational Monitoring and Research Division; Research Director, Australian Surveys Research Program, <em><a href="http://theconversation.com/institutions/australian-council-for-educational-research">Australian Council for Educational Research</a></em></span></p>
<p>This article was originally published on <a href="http://theconversation.com">The Conversation</a>. Read the <a href="https://theconversation.com/factcheck-qanda-does-australia-have-one-of-the-most-unequal-education-systems-in-the-oecd-58156">original article</a>.</p>
Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-46501751796004183492016-04-01T23:29:00.003-07:002016-04-01T23:29:45.646-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<blockquote class="twitter-tweet" data-lang="en"><p lang="en" dir="ltr">Mins of homework a week: Finland 168; Aus 360; Shanghai 824! Not including tutoring! via <a href="https://twitter.com/teacherACER">@teacherACER</a> <a href="https://twitter.com/OECDEduSkills">@OECDEduSkills</a> <a href="https://t.co/J2JliTm9pT">pic.twitter.com/J2JliTm9pT</a></p>— Ralph Saubern (@RalphSaubern) <a href="https://twitter.com/RalphSaubern/status/715755450164252672">April 1, 2016</a></blockquote> <script async src="//platform.twitter.com/widgets.js" charset="utf-8"></script>Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-24333346250182543142016-01-26T17:35:00.001-08:002016-01-26T17:35:17.504-08:00iPads in the Classroom<div dir="ltr" style="text-align: left;" trbidi="on">
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<div class='visually_embed'><img class='visually_embed_infographic' src='http://visual.ly/node/image/67985?_w=540' alt='The iPad as the Teacher's Pet' /><div class='visually_embed_cycle'></div><script type='text/javascript' src='http://a.visual.ly/api/embed/67985?width=540' class='visually_embed_script' id='visually_embed_script_67985'></script><p> From <a href='http://visual.ly?utm_source=content-embed&utm_medium=embed'>Visually</a>.</p></div>Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-68600303125947629262016-01-23T15:43:00.001-08:002016-01-23T15:48:11.649-08:00Reading: In Perspective<div dir="ltr" style="text-align: left;" trbidi="on">
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<h1>A balanced approach is best for teaching kids how to read</h1>
<span><a href="http://theconversation.com/profiles/stewart-riddle-66963">Stewart Riddle</a>, <em><a href="http://theconversation.com/institutions/university-of-southern-queensland">University of Southern Queensland</a></em></span>
<p>We all want young children to be given the very best opportunities to become successful, engaged and passionate readers. The teaching of reading is constantly <a href="https://theconversation.com/the-way-we-teach-most-children-to-read-sets-them-up-to-fail-36946">mired, however, in a tired old debate</a> between proponents of “phonics” (sounding out words) and “whole language” (which focuses on meaning and using the context to decipher unknown words).</p>
<p>This argument is an unhelpful and misleading dichotomy given the <a href="http://www.education.nt.gov.au/__data/assets/pdf_file/0004/11398/LiteratureReviewLiteracy.pdf">evidence</a> actually supports a balanced approach to literacy, which goes well beyond being able to recognise words on a page.</p>
<h2>What is a balanced approach to literacy?</h2>
<p>The biggest review of scientific research on reading was conducted by the US <a href="http://www.nichd.nih.gov/research/supported/Pages/nrp.aspx/">National Reading Panel</a> in 2000. The panel was clear in <a href="https://www.nichd.nih.gov/publications/pubs/nrp/Documents/ch2-II.pdf">finding</a>:</p>
<blockquote><p>Systematic phonics instruction should be integrated with other reading instruction to create a balanced reading program.</p></blockquote>
<p>The panel argued that a balanced approach incorporates phonemic awareness and phonics (understanding the relationships between sounds and their written representations), fluency, guided oral reading, vocabulary development and comprehension.</p>
<p>The report also stated:</p>
<blockquote><p>Phonics should not become the dominant component in a reading program, neither in the amount of time devoted to it nor in the significance attached. It is important to evaluate children’s reading competence in many ways.</p></blockquote>
<p>A 2005 <a href="http://www.curriculum.edu.au/leader/report_of_the_national_inquiry_into_the_teaching_o,12633.html?issueID=9803">Australian National Inquiry into the Teaching of Literacy</a> supported this balanced approach, with the use of <a href="http://www.decd.sa.gov.au/literacy/files/links/1_3_Phonics_June_2012.pdf">synthetic</a> phonics recommended in the first couple of years of schooling for beginning readers.</p>
<p>Similarly, the UK 2006 <a href="http://webarchive.nationalarchives.gov.uk/20100526143644/http:/standards.dcsf.gov.uk/phonics/report.pdf">reading review</a> recognised:</p>
<blockquote><p>Word recognition is a time-limited activity that is eventually overtaken by work that develops comprehension.</p></blockquote>
<p>Of course there are <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9817.2010.01483.x/abstract">differences</a> in what the balance might look like in different classrooms and across different year levels. However, <a href="https://www.ldaustralia.org/client/documents/LDA%20Submission%20to%20the%20Review%20of%20the%20National%20Curriculum.pdf">claims</a> that teachers are using a little bit of phonics and a lot of whole language in Australian schools are wrong. Referring to balanced literacy as a <a href="https://theconversation.com/the-way-we-teach-most-children-to-read-sets-them-up-to-fail-36946">mess of methods</a> simply shows a lack of understanding about how classrooms operate.</p>
<p>A balanced approach provides us with a <a href="http://www.decd.sa.gov.au/northernadelaide/files/links/An_Introduction_to_Ouality.pdf">best-practice model</a> for teaching all students how to read and write across all stages of their education.</p>
<h2>Literacy isn’t just about learning how to read</h2>
<p>It is important to remember that literacy learning is broad and takes place at all levels of schooling. It’s not just about learning to read in the early years. The current focus on phonics as a fix-all for struggling readers is <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9752.2012.00879.x/abstract">problematic</a> as it misses the complexities of literacy learning.</p>
<p>Being literate requires a much broader repertoire of skills than simply reading and writing as the decoding and encoding of printed words. The ability to make meaning from texts, ask questions and read between the lines is, in many ways, much more important.</p>
<p>Paulo Freire, the much-respected Brazilian educator, called this <a href="http://www.jstor.org/discover/10.2307/41405241?sid=21105858859823">Reading the World and Reading the Word</a>. To teach our students to do any less would be the real failure.</p>
<h2>What needs to be done</h2>
<p>The recent report into <a href="http://docs.education.gov.au/system/files/doc/other/action_now_classroom_ready_teachers_print.pdf">teacher training</a> recommends that all student teachers be taught literacy, not just primary teachers.</p>
<p>This is already happening in many universities. For example, I teach a literacy course with students who are studying to be high school teachers in areas such as mathematics, physics, health and physical education. We investigate the literacy requirements of each subject and the teaching of reading and writing within those contexts.</p>
<p>However, just as important is the ongoing professional development and mentoring offered to teachers working in schools. We need to provide all teachers with the opportunities and tools to engage in literacy teaching that goes beyond just recognising words on a page.</p>
<p>The problem is that education research is so seldom used to inform education policy and practice. The seemingly endless cycle of reviews and reforms create a sense of frustration and fatigue, particularly for classroom teachers who are constantly placed under pressures to implement this new curriculum or that new school-wide strategy, improve NAPLAN results, and so on.</p>
<p>It is made worse by ideological divisions in research, where large-scale randomised control trials are assumed to be the only valid form of research, to the exclusion of smaller case studies, ethnographic projects, classroom interventions and other more qualitative approaches. We should be seeking out new ways to explore how children learn to read, rather than discounting different methods for one tried-and-tested approach.</p>
<p>A <a href="http://research.acer.edu.au/cgi/viewcontent.cgi?article=1001&context=aer">2007 review</a> of literacy research in Australia argued:</p>
<blockquote><p>More effective and forward-looking understanding of literacy teaching is important for researchers, teachers, learners and the societies they inhabit.</p></blockquote>
<p>The best way forward would be for researchers from diverse fields, including education, psychology and speech pathology, to get together and work in ways that cross over the arbitrary boundaries. Perhaps this would finally get us off the merry-go-round of the <a href="http://dianeravitch.net/2014/08/05/why-i-dont-care-about-the-reading-wars-anymore/">reading wars</a>, which really help no-one.</p>
<hr>
<p><em>Editor’s note: Stewart will be answering questions between 1 and 2pm AEDT on Wednesday February 18. You can ask your questions about the article in the comments below.</em></p>
<img alt="The Conversation" height="1" src="https://counter.theconversation.edu.au/content/37457/count.gif" width="1" />
<p><span><a href="http://theconversation.com/profiles/stewart-riddle-66963">Stewart Riddle</a>, Senior Lecturer, <em><a href="http://theconversation.com/institutions/university-of-southern-queensland">University of Southern Queensland</a></em></span></p>
<p>This article was originally published on <a href="http://theconversation.com">The Conversation</a>. Read the <a href="https://theconversation.com/a-balanced-approach-is-best-for-teaching-kids-how-to-read-37457">original article</a>.</p>
Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com1tag:blogger.com,1999:blog-7249188039680566433.post-24165396235891683482016-01-19T16:03:00.001-08:002016-01-19T16:03:24.685-08:00Reading Difficulties<div dir="ltr" style="text-align: left;" trbidi="on">
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<h1>Schools need advice on how to help students with reading difficulties</h1>
<span><a href="http://theconversation.com/profiles/john-munro-13237">John Munro</a>, <em><a href="http://theconversation.com/institutions/university-of-melbourne">University of Melbourne</a></em></span>
<p>As students prepare to go back to school, it’s estimated that between <a href="https://www.ldaustralia.org/disabilities-and-dyslexia.html">10% to 16%</a> of those aged from five to 16 years will have reading difficulties such as dyslexia and inadequate comprehension skills.</p>
<p>All teaching makes particular assumptions about how students tend to learn. For these students, regular literacy teaching will be insufficient. They need alternative teaching pathways.</p>
<p>Despite numerous policies, such as the <a href="http://www.federalfinancialrelations.gov.au/content/npa/education/smarter_schools/literacy_numeracy/national_partnership.pdf">Literacy and Numeracy National Partnership</a>, and the <a href="http://www.budget.gov.au/2013-14/content/glossy/gonski_policy/download/NPSI.pdf">A$706.3 million</a> spent between 2008-2014 on reading programs to support students, <a href="https://www.acer.edu.au/documents/MR_PISA2006-6AtRiskStudents.pdf">literacy underachievement</a> continues to <a href="http://www.pc.gov.au/research/supporting/literacy-numeracy-skills">plague Australian education</a>, suggesting that current interventions are not working for all students. Teachers <a href="https://www.parliament.nsw.gov.au/Prod/parlment/committee.nsf/0/e247d1a7a88786caca2576d4001905cc/%24FILE/Submission%2074.pdf">don’t necessarily know</a> how to teach these children.</p>
<p>The problem is not a lack of research about what works. It is more the lack of guidance for teachers and schools in how to use this knowledge in teaching.</p>
<p>School leaders are responsible for making definitive decisions about educational provision in their schools. They need clear and explicit guidelines on how to choose effective literacy interventions that will work for these students.</p>
<h2>Why do some students struggle with reading?</h2>
<p>Reading comprehension is a <a href="http://www.ite.org.uk/ite_readings/simple_view_reading.pdf">complex process</a>. Students have difficulty comprehending text for several reasons:</p>
<ul>
<li><p>Some don’t know the sounds that make up spoken words (phonological and phonemic skills) or have difficulty saying letter patterns accurately (phonic skills). These lead to word reading and spelling difficulties, or dyslexia.</p></li>
<li><p>Some lack the vocabulary and other oral language knowledge that scaffolds reading comprehension.</p></li>
<li><p>Others have a relatively poor self-concept as a reader. They believe they can’t learn to read and disengage from literacy.</p></li>
<li><p>Some students don’t transfer what they learn about reading some texts to other texts.</p></li>
</ul>
<p>Any interventions, then, need to cater for this range of differences.</p>
<h2>What’s needed</h2>
<p><a href="https://www.nichd.nih.gov/research/supported/Pages/nrp.aspx">Research suggests</a> that reading comprehension could be improved by teaching:</p>
<ul>
<li>explicitly phonological and phonemic skills</li>
<li>phonic skills</li>
<li>how to improve reading fluency</li>
<li>ways to enhance vocabulary</li>
<li>paraphrasing</li>
<li>how to visualise and summarise what a text says while reading, and generate questions</li>
<li>how to use various idea-organising techniques such as concept mapping to link the ideas in the text.</li>
</ul>
<p>Teaching the sound patterns and how to say written works is particularly useful for dyslexic difficulties.</p>
<h2>Interventions that work</h2>
<p>The <a href="http://www.education.vic.gov.au/Documents/about/research/catholiceduofcerikabstract.pdf">Early Reading Intervention Knowledge (ERIK)</a> program is an example of how research can be used to develop school-based interventions.</p>
<p>Developed from a large <a href="https://students.education.unimelb.edu.au/selage/pub/readings/literacyld/literacy_intervention-1.pdf">research analysis</a> of the causes of early reading difficulties in the early 2000s, it has been used in grade 1-5 in Catholic primary schools in Victoria.</p>
<p>Students are allocated to one of three parallel intervention pathways depending on their reading difficulty profile; a phonological pathway, an orthographic pathway for students who have phonological skills and difficulty reading letter clusters, and an oral language pathway. Students can move between pathways.</p>
<p>A <a href="http://www.cem.edu.au/learning-teaching/">recent evaluation</a>, available for Catholic Education Melbourne, showed that the three intervention pathways are very effective in improving the reading outcomes of students who underachieve or are at risk of future reading and writing difficulties.</p>
<p>Effect sizes were calculated for eight reading profiles, based on whether the students began with difficulties in one or more of reading comprehension, accuracy or rate. Students with difficulties in two or more areas improved in excess of two years in comprehension and in accuracy. The intervention usually lasted between one and two terms.</p>
<p>Younger students benefited more from the phonological and orthographic interventions while their older peers benefited more from the oral language intervention.</p>
<p>Findings such as these have implications for schools.</p>
<h2>How to select the right program for your school</h2>
<p>When a school leader is <a href="https://theconversation.com/seven-things-to-consider-before-you-buy-into-phonics-programs-50702">selecting a program</a> to help improve students’ literacy outcomes they first need to ask:</p>
<ul>
<li>Does it match the range of ways in which my students underachieve? Students need a program that accommodates their reason for underachievement.</li>
<li>Does it have multiple parallel literacy learning pathways, and doesn’t assume that one size fits all?</li>
<li>Does it have explicit teaching procedures for each pathway? How comprehensive and systematic are they?</li>
<li>Does it provide a means for identifying each student’s literacy learning profile and for deciding the pathway for optimal progress for that student? Or does it assume that all students will best progress by following the same pathway?</li>
<li>What research supports the effectiveness of the intervention? Does it provide data that show that students of different reading profiles make progress using it?</li>
<li>Is it based explicitly on an accepted research theory of how students learn to read? Many programs are not based on a rigorously and extensively researched theory.</li>
</ul>
<p>These are key issues that any school leader who is thoughtfully and responsibly selecting a literacy intervention program in 2016 needs to answer.</p>
<p>Many know their current interventions do not work for all underachieving students. Decisions they make will live with their most academically vulnerable students for years to come. Education providers need to develop clear guidelines to ensure teachers are making appropriate decisions.</p>
<img alt="The Conversation" height="1" src="https://counter.theconversation.edu.au/content/51399/count.gif" width="1" />
<p><span><a href="http://theconversation.com/profiles/john-munro-13237">John Munro</a>, Associate Professor, Melbourne Graduate School of Education, <em><a href="http://theconversation.com/institutions/university-of-melbourne">University of Melbourne</a></em></span></p>
<p>This article was originally published on <a href="http://theconversation.com">The Conversation</a>. Read the <a href="https://theconversation.com/schools-need-advice-on-how-to-help-students-with-reading-difficulties-51399">original article</a>.</p>
Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-68235357813003357272016-01-04T00:18:00.001-08:002016-01-04T00:18:42.153-08:00Working-memory, attention control and reading comprehension.<div dir="ltr" style="text-align: left;" trbidi="on">
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There is a condition often referred to as the <b>year four slump</b> which affects a large number of students and their reading ability. Many of these children enter grade four with identified reading difficulties despite having adequate phonic and decoding skills. One reason for this is the increased complexity of sentence structures at this stage and that reading for understanding rather than learning to read becomes the focus.<br />
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Often general language problems are the basis for student difficulties rather than inadequate phonic skills. Research suggests that these children have inadequate oral language skills including verbal knowledge, and listening comprehension. This is because listening comprehension requires the learner to encode incoming words using aural signals, transform the coded information into a mental representation, integrate this representation into existing knowledge structures and store the new knowledge into long-term memory. Poor listening comprehension has a negative impact on the ability to read for understanding. This is because listening comprehension facilitates reading comprehension and shares many of the same cognitive processes.<br />
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<a href="http://reading4meaning.blogspot.com.au/2012/03/working-memory-part-1.html" target="_blank">Working memory</a> also influences the ability to process incoming information during listening or reading. It has a limited capacity for holding information while readers process aural or written meanings, particularly when it is necessary to think about or solve problems while mentally processing the message. One factor that limits working memory capacity is the ability to <a href="http://reading4meaning.blogspot.com.au/2012_03_01_archive.html" target="_blank">attend to information</a> that is central to the reader's learning goals. Obviously, if working-memory has a limited storage capacity then it is absolutely imperative that the reader/listener is able to filter and attend to the most important information. One major problem is that many students either attend to unimportant information or mind-wander while reading. Obviously, if readers do not have clear goals and are not motivated to achieve them they will be more likely to take in superfluous information or develop mind-wandering tendencies while reading. Mind-wandering takes place when the reader/listener entertains thoughts that are irrelevant to the task at hand. This will occur in individuals who lack prior experience with the topic or interest.<br />
<br />
Self-efficacy influences reading attention effort, reading engagement, and persistence in the face of distractions. It is related to a person's belief in his or her own ability to perform a task at a desired level. As students become more self-aware those with learning difficulties will, most likely, have lower self-efficacy. This will affect the willingness of individuals to develop adequate goals, persist at attaining those goals and allocate attention effort.<br />
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How then can we support the student who is affected by this reading comprehension slump?<br />
<ol style="text-align: left;">
<li>Give the student reading material that is at a reasonable level of ease. A rule of thumb is that word accuracy should be around 90-96% accuracy level. </li>
<li>Develop an interest in the topic, or develop a topic around the student's interest. </li>
<li>Make sure that the student is familiar with the language and that unfamiliar words are discussed. Adequate discussion before a reading activity is just as important as the reading activity itself.</li>
<li>Fill in the knowledge and experience gaps before reading e.g. go on an excursion or watch a video and follow-up with lots of discussion. Students can learn a lot from each other if they are given an opportunity to share their experiences.</li>
<li>Develop shared and clear learning goals. Make sure that the students are taking responsibility for their goals. Readers will generally persist in the face of difficulty if they have a goal that they value.</li>
<li>Develop self-efficacy by encouraging them to be reflective learners. Always give feedback by relating success to the amount of effort that students expend.</li>
</ol>
For more about this topic read:<br />
<br />
<span style="font-family: -apple-system-font; font-size: 12px; line-height: 16px;">Cho, E., Roberts, G. J., Capin, P., Miciak, J., & Vaughn, S. (2015). Cognitive attributes, attention, and self-efficacy of adequate and inadequate responders in a fourth grade reading intervention. </span><i style="font-family: -apple-system-font; font-size: 12px; line-height: 16px;">Learning Disabilities Research and Practice, 30</i><span style="font-family: -apple-system-font; font-size: 12px; line-height: 16px;">(4), 159-170.</span><br />
<span style="font-family: -apple-system-font; font-size: 12px; line-height: 16px;"><br /></span>
<span style="font-family: -apple-system-font; font-size: 12px; line-height: 16px;"><span style="line-height: 16px;">Robinson, M. K., & Unsworth, N. (2015). Working memory capacity offers resistance to mind-wandering and external distraction in a context-specific manner. </span><i style="line-height: 16px;">Applied Cognitive Psychology, 29</i><span style="line-height: 16px;">, 680-690.</span></span></div>
Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-26494798449652420372015-12-21T02:49:00.001-08:002015-12-21T03:08:21.878-08:00Peer2Peer: Mentoring<div dir="ltr" style="text-align: left;" trbidi="on">
Most children have the potential to achieve and succeed in their life goals. However, not all children receive the support that they need. In fact many students simply give up and <a href="https://theconversation.com/why-is-school-not-working-for-so-many-young-people-50511" target="_blank">drop out</a> of school. One of the most effective ways to learn and succeed in academia is to link with a peer mentor. The word 'mentor' comes from the Greek word for 'steadfast' and 'enduring'. It is interesting to note that researchers have found that young people who overcome poverty to reach tertiary education often have a mentor as a role model. The American 'Student2Student' program is an example of one such voluntary project that aims to develop this type of mentor and mentee relationship.<br />
<br />
The <a href="http://www.skillsusa.org/programs/mentoring-student2student/" target="_blank">Student2Student</a> mentoring program gives American high school students the opportunity to mentor younger middle school and elementary school students. The program matches students with their future career interests. It provides an enriching platform to guide the younger student by connecting with older mentors with community resources. It benefits everyone. The mentor is given an opportunity to invest time and effort into guiding younger students while developing collaborative and leadership skills. Younger students benefit from this as they are guided in their future aspirations by linking to motivated older mentors and possibly developing <a href="http://www.skillsusa.org/wp-content/uploads/2015/03/Mentoring-Guide-rev.2015.pdf" target="_blank">connections to community and business interests</a>.<br />
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In Australia there are at least 1 in 10 students of low socio-economic backgrounds that do not meet the minimum reading standards of the national tests (NAPLAN) in years 3, 5, 7, and 9. Over 40% of the adult population in Australia do not have adequate literacy skills to cope with the demands of modern society. Moreover, people with low literacy skills are less likely to complete school, more likely to be unemployed and on social security, as well as more likely to experience poor health. The <a href="https://www.thesmithfamily.com.au/donate/?gclid=CjwKEAiA1o-zBRDomsWasvKh4S8SJADSlZkq1i8171O6nFS8k06t-X4oh2i_ued1NmN2KtSjgpVDmhoC4Xjw_wcB&gclsrc=aw.ds" target="_blank">'Smith Family'</a> is a charity organisation that believes that every child deserves a chance in life. They support more than 638,000 Australian children living in poverty. One of their major concerns is that children in low socio-economic circumstances receive the extra support with reading.<br />
<br />
The Smith Family have a peer mentoring program also called 'student2student program. In their 2013 report, <a href="https://www.thesmithfamily.com.au/~/media/Files/Research%20and%20Advocacy%20PDFs/Research%20and%20Evaluation%20page%20PDFs/student2student-evaluation-report-december2013.ashx" target="_blank">'Improving through peer support: The student2student program'</a> they give a summary of the effectiveness of peer support for reading. In this report they state "Literacy skills are central to an individual's employment prospects, the ability to manage one's health, be an informed consumer and an active citizen. Without solid literacy skills it is very difficult to achieve technological literacy and governments and businesses are increasingly using digital platforms to provide a range of services."<br />
<br />
At the completion of their 2012 student2student program more than 9 out of 10 students (93%) showed an increase in their reading ages relative the the start of the program. Approximately 64% of the <span style="background-color: white;">mentees</span> made an overall gain of at least 6 months in their reading performance. Mentors generally agreed that they had enjoyed participating in the program, particularly when they saw evidence of their buddy's reading improvement and engagement. <span style="color: #121212; font-family: "newsgothic";">The report goes on to say, "There is considerable evidence on the effectiveness of using trained peer tutors in programs aiming to
support children with reading difficulties (Woolley and
Hay, 2007). Peer tutoring is based on co-operative
learning, and </span><span style="color: #121212; font-family: "newsgothic"; font-style: oblique;">when children are in an environment of
mutual support, where co-operation, shared goals and
a sense of responsibility for the reading process are
promoted, a sense of belonging, accomplishment and
increased motivation will be achieved </span><span style="color: #121212; font-family: "newsgothic";">(Grimes, 1981
cited in Woolley and Hay, 2007). The one-on-one nature
of peer tutoring is seen as contributing to increasing
the student’s engagement as well as maintaining their
attention to the text for longer periods of time (Woolley
and Hay, 2007). The last is important given the
relationship between reading frequency and skill." </span><br />
<span style="color: #121212; font-family: "newsgothic";"><br /></span><span style="color: #121212;"><span style="font-family: newsgothic;">Above are two peer mentoring support programs that have been highly successful. Even though they </span><span style="font-family: "newsgothic";">have a similar</span><span style="font-family: newsgothic;"> name their focus is slightly different. However, one wonders if the essential elements of both programs could be combined. This would simply mean matching older and younger students with the same interests.</span></span><br />
<span style="color: #121212; font-family: "newsgothic";"><br /></span>
<span lang="EN-US" style="color: #020202; font-family: "times new roman"; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">References:</span><br />
<span lang="EN-US" style="color: #020202; font-family: "times new roman"; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-52977847894881379732015-12-17T03:35:00.001-08:002015-12-17T11:11:00.636-08:00Vocabulary Development for Readers with Autism<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="text-align: left;">Reading expands the breadth of a reader’s
vocabulary, which in turn contributes to reading efficiency.</span><span style="text-align: left;"> </span><span style="text-align: left;">In other words, the more you read the better
reader you will become because a richer vocabulary gives more meaning to what
is read. The opposite is also true, the less you read the poorer will be your
vocabulary and the harder it will be for you to bring meaning to text.
Normally, good readers learn most of their new words by using the context and
their own experience of the world to add meaning. Often this meaning will
initially be a gross approximation to the actual meaning of the word. However,
after many encounters with the same word in a variety of contexts the reader
will refine the depth of meaning and also see how meaning can change from one
context to another.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu4-VMNbdjjqZe8CGc0IM_-8y_CtPPm80C7SeL3IsGifAvzoBfFKyyIeta_kAgMemI2sI4_YelNAft_WhSd5tbNuwCA2_y_wOQwh9mt8uxSTUdDo4pHTmfR-_l_F-QGMTWD7F6hZDOyDq6/s1600/Autism1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu4-VMNbdjjqZe8CGc0IM_-8y_CtPPm80C7SeL3IsGifAvzoBfFKyyIeta_kAgMemI2sI4_YelNAft_WhSd5tbNuwCA2_y_wOQwh9mt8uxSTUdDo4pHTmfR-_l_F-QGMTWD7F6hZDOyDq6/s320/Autism1.jpg" width="320" /></a></div>
Many children who have mastered decoding may
have difficulty with reading comprehension, particularly after year four. This
is because the language structures are much more complex, much of the vocabulary is unfamiliar, the types of texts differ from the more familiar narrative
structures that they have been accustomed to in the lower grades, and the
emphasis or focus shifts from decoding to comprehension. Often
children with language deficits will struggle and appear to fall behind at this
point. Reading becomes harder and they tend to avoid reading, which then contributes to
poorer vocabulary through lack of exposure to new and unfamiliar words. This
becomes a self-defeating cycle of poor reading comprehension and reading disengagement.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu4-VMNbdjjqZe8CGc0IM_-8y_CtPPm80C7SeL3IsGifAvzoBfFKyyIeta_kAgMemI2sI4_YelNAft_WhSd5tbNuwCA2_y_wOQwh9mt8uxSTUdDo4pHTmfR-_l_F-QGMTWD7F6hZDOyDq6/s1600/Autism1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: #990000;"></span></a></div>
In addition, many children with high functioning autism have
good to very good decoding skills and have a reasonable amount of reading
practice. However, they have more difficulty connecting meaning to new words.
They tend to concentrate on the detail and not so much on connected text such
as; phrases, sentences, paragraphs and longer discourse. They often have language
deficits that hinder this process and have difficulty making appropriate
inferences. This may include their inability to develop text coherence, understand
emotion and other character traits in narrative texts and have difficulties
with executive functioning in working memory. These problems make it difficult
for them to connect with prior knowledge, use the sentence and story context,
and make appropriate inferences about the meanings of unknown words. Thus, they
may read more but their vocabulary suffers as they progress through the grades.
Usually these children are very intelligent and are able to cover their
comprehension deficit but there will come a time when the texts that they are
assigned become too difficult to adequately comprehend. What also makes
detection difficult is the fact that they may appear to be reading fluently with expression but without adequate comprehension.<o:p></o:p></div>
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To help these students there are some very practical ideas
that have been suggested by Susan Gately (2008 see article for more details). I
have listed many of these ideas below but have structured the methods in terms
of my <a href="http://reading4meaning.blogspot.com.au/2013/04/cor-literacy-framework-part-1.html" target="_blank">COR Literacy Framework (See earlier Blog)</a> <a href="http://reading4meaning.blogspot.com.au/search?updated-min=2011-01-01T00:00:00-08:00&updated-max=2012-01-01T00:00:00-08:00&max-results=29" target="_blank">(also see my earlier Blog series on Fluency).</a><o:p></o:p></div>
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Perceptual Level:</div>
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<ul>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Visually cued instruction – helps focus on
relevant parts of information</span></li>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Graphics</span></li>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Colour</span></li>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Provide concrete and tangible information</span></li>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Focus in relevant parts of the story or
information</span></li>
</ul>
Cognitive Level:<br />
<ul>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Priming background knowledge</span></li>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Picture walks</span></li>
<li><span style="text-indent: -18pt;"> Visual maps</span></li>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Understanding narrative text structure</span></li>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Emotional thermometers</span></li>
</ul>
Metacognitive Level<br />
<ul>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Think-alouds</span></li>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Reciprocal thinking (also refer to reciprocal
teaching - Google)</span></li>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Goal-structure-mapping</span></li>
<li><span style="text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Decrease reliance on other prompts and increase
independence</span></li>
</ul>
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Details about these ideas can be found in:<o:p></o:p></div>
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<span style="color: black;">Gately, S. E. (2008). Facilitating reading comprehension
for students on the Autism Spectrum. <i style="mso-bidi-font-style: normal;">Teaching
Exceptional Children, 40</i>(3), 40-45.<o:p></o:p></span></div>
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For a more detailed explanation of vocabulary difficulties see
pages 83-84 in:<o:p></o:p></div>
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Woolley, G. (2007). A comprehension intervention for children with
reading comprehension difficulties. <i style="mso-bidi-font-style: normal;">Australian
Journal of Learning Difficulties, 12</i>(1), 43-50.<o:p></o:p></div>
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<br /></div>
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A very informative article and book chapter related to
problems with vocabulary for children with ASD:<o:p></o:p></div>
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Lopez, B., & Leekham, S. R. (2003). Do children
with autism fail to process information in context? <i style="mso-bidi-font-style: normal;">Journal of Child Psychology and Psychiatry, 44</i>(2), 285-300.<o:p></o:p></div>
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Leekam,
S. (2007). Language comprehension difficulties in Children with autism spectrum
disorders. In C. Cain and J. Oakhill (Eds.), <i>Children’s Comprehension Problems in Oral and Written Language: A
Cognitive Perspective</i> (pp. 104127), NY : Guilford Press.<span style="font-size: x-small;"><o:p></o:p></span></div>
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-82206265872411504452015-12-01T20:36:00.003-08:002015-12-01T20:36:52.499-08:00Nine Effective Instructional Strategies
<a href="http://elearninginfographics.com/the-roberto-marzanos-9-effective-instructional-strategies-infographic/" title="The Roberto Marzano’s 9 Effective Instructional Strategies Infographic"><img width="520" height="1341" src="http://elearninginfographics.com/wp-content/uploads/Marzano’s-9-Effective-Instructional-Strategies-Infographic.png" class="attachment-progression-single-uncropped wp-post-image" alt="Marzano’s-9-Effective-Instructional-Strategies-Infographic"/></a><br/><small>Find more <a href="http://elearninginfographics.com/" title="The No.1 Source for the Best Education Infographics">education infographics</a> on e-Learning Infographics</small>Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-65855512860521652582015-05-08T18:01:00.004-07:002015-05-08T18:01:55.487-07:00What does Howard Gardner have to say about learning engagement? <div dir="ltr" style="text-align: left;" trbidi="on">
Recently I spoke to my education preservice students about Howard Gardner's Multiple Intelligences. The course focuses on assisting primary (elementary) school pupils with learning difficulties. <b>Multiple Intelligences</b> (MI) is a a very useful teaching tool when applied to differentiating the curriculum for children with diverse and additional needs. It is also a useful tool to foster motivation for those who appear to be unmotivated or hard to teach. The reason that I use the word <b>appear</b> is that in reality all people <b>are</b> motivated. The problem is that in some classrooms many children are motivated to avoid rather than engage with the content of the curriculum.<br />
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My students watched a short <a href="http://www.edutopia.org/multiple-intelligences-howard-gardner-video#graph3" target="_blank">video clip of Howard Gardner</a> sharing some of his ideas. They had heard about MI in other courses and were interested in seeing and hearing from the person behind this idea. What then does Howard Gardner have to say about some issues related to motivation and learning engagement?<br />
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Learners need to be actively engaged in different ways to explore important ideas and concepts. MI was developed to show how individual children learn in different ways. Gardner said that they should not be expected to merely memorise factual materials or to learn information in uniform ways. However, instruction that seeks to vary the form and mode of presentation and expression will be more likely to foster children's interests and <a href="http://reading4meaning.blogspot.com.au/2014/09/motivation-and-literacy.html" target="_blank">motivation</a>. Interested children are more likely to become active learners and apply what they are learning in meaningful ways.<br />
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We are living in an age in which we have instant access to enormous amounts of information on the internet. It has become more important to know how to connect with this information, create new understandings and develop meaningful ways of transferring ideas to novel situations. Teachers will facilitate a more enduring and deeper knowledge for the learner by enabling them to efficiently engage with this information.<br />
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Gardner suggested that assessment should be about setting learning goals and providing appropriate feedback to learners. He asserted that assessment should be something whereby learners themselves are the most active agents. For example, self-assessment should be an integral element of any assessment process.<br />
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The <i>te@chthought blog</i> gives four useful strategies to consider when teaching unresponsive students. One of the four strategies uses MI to provide an effective framework to diversify and <a href="http://reading4meaning.blogspot.com.au/2014/10/diversity-inclusion-engagement.html" target="_blank">differentiate instruction</a> for all students including those that are hard to teach.<br />
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I suggest to my students that they use MI to do a <a href="http://www.edutopia.org/multiple-intelligences-assessment" target="_blank">self-assessment</a>. In my experience teachers are inclined to teach from the perspective of their own MI. It is important for the teacher to be aware of this so that instruction can be targeted across all MIs. Being mindful of the range of interests and orientations within the classroom will help develop a balanced approach to accessing, presenting and expressing content and learning experiences within the classroom.<br />
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-75261354246396763872015-03-06T17:22:00.001-08:002015-03-06T21:41:38.969-08:00Jumping through hoops and barking at print.<div dir="ltr" style="text-align: left;" trbidi="on">
Sometimes you just feel like pulling your hair out in complete bewilderment. This morning I was reading an article: "<a href="http://www.theaustralian.com.au/national-affairs/education/pyne-takes-swipe-at-educators-weird-attitude-to-spelling/story-fn59nlz9-1227252040963" target="_blank">Pyne takes swipe at educators 'weird' attitude to spelling</a>" (Weekend Australian, March 7-8, 2015). However, it is not surprising that the Australian (a prominent Murdock Press news paper with a national circulation) should promote the views in this article by Natasha Bita. In the past the views of Kevin Donnelly, with his emphasis on direct teaching and synthetic phonics as the be-all and end-all of expert teaching, have been vigorously promoted. This equates to teaching a dog to jump through hoops. You can teach a dog to jump through hoops and measure the success of jumping through hoops but how meaningful is this?<br />
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Bita quotes Pyne as saying "<i>For decades the advocates of phonics have been pushed to the back of the stage and in some cases treated as slightly eccentric.</i>" <b>This is simply not true.</b> Over the last few decades phonics has made a decisive comeback but has NOT had an impact on our literacy standards. Our declining world rankings in literacy as measured by the international PISA test results demonstrate this.<br />
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Another quote by Pyne on spelling is even more bewildering, "<i>The view that children should be able to spell however they want to, and that requiring them to spell a certain way was oppressive." </i> In my 40 years of teaching I have never heard teachers expressing this type of view. There may be the <b>odd</b> one here or their but this is certainly not typical of the teaching profession. It would appear that some people are pushing a particular agenda but the outcome is that these unfounded assumptions merely add to the low esteem that teachers have to endure in our society and muddy the waters. In countries such as Finland teachers are more highly esteemed and the children do well on literacy tests in the international arena.<br />
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The only light at the end of the tunnel in the article is Brita's quote from Professor Ewing, "<i>if children learn to decode words but do not know what these words mean, they will be merely 'barking at print' and... (not) comprehending the meaning of the text."</i><br />
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-57457072222184019442015-01-14T23:13:00.000-08:002015-01-14T23:15:47.733-08:00Working Memory and Mental Imagery<div dir="ltr" style="text-align: left;" trbidi="on">
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<li><i>Mental imagery training enhances comprehension and is easy to teach</i></li>
<li><i>Pronouns provide cohesion and coherence for text comprehension</i></li>
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I have just returned from recreation leave and read an interesting article entitled 'Effect of imagery training on children's comprehension of pronouns' by Francey and Cain, two researchers from Lancaster University, United Kingdom. The researchers were investigating children with good and poor listening comprehension, and their ability to identify the antecedents of personal pronouns in individual sentences and also to select the most appropriate pronoun in a story close activity.<br />
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Normally, as they read, good comprehenders will construct an integrated situation model of the perceived sentence and story meanings as a cohesive and coherent mental representation. What usually underpins this process is the resolution of pronouns with their antecedents in the same sentence or previous sentences. Pronouns such as 'he', 'she', 'they' or 'it' are strategic in integrating information within and between sentences. This, however, may require the reader to use extra mental resources to make inferences particularly in situations where 'he' refers to one of two protagonists in the previous sentence. Poor comprehenders often have considerable difficulty with this process and consequently have difficulty with text integration and comprehension of the text discourse.<br />
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Good readers tend to generate mental imagery as they read, which benefits their text recall and extends their capacity to hold information while processing text during reading. Poor readers, on the other hand, seldom generate mental imagery while reading. However, in my own research I have found that imagery training is relatively easy and enjoyable for struggling readers. It is assumed that by generating mental imagery during reading the reader is enabled to carry over complex ideas embedded within an image while, for example, decoding, connecting text propositions, making inferences across text and linking ideas to the reader's background experiences. Thus, mental imagery enhances working memory efficiency by utilising the visual mode of working memory to enhance the ability of the poor comprehender to retain detailed information.<br />
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The research findings confirm the notion that poor comprehenders have difficulties with language comprehension apart from decoding. Most poor comprehenders have good decoding but have poor language comprehension and this can be evidenced in the fact that they have significantly more difficulty with pronoun resolution. The research demonstrates that minimal mental imagery training can improve the reading comprehension performance of students with poor comprehension. Another finding is that there is strong evidence to support the notion that pronouns play a crucial role in comprehension and the construction of a cohesive and coherent understanding of text ideas. The findings of this study also give some support for Paivio's (1991) <a href="http://www.umich.edu/~rdytolrn/pathwaysconference/presentations/paivio.pdf" target="_blank">Dual Coading theory of cognition</a>.<br />
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<span style="font-family: Times, Times New Roman, serif;"><span lang="EN-US" style="color: #1a1a1a;">Francey, G., Cain, K. (2015). Effect of imagery training on
children’s comprehension of pronouns.</span><span lang="EN-US"> <i><span style="color: #1a1a1a;">Journal of Educational Research</span></i><span style="color: #1a1a1a;">, </span><i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-weight: bold;">108</span></i><span style="color: #1a1a1a;"> (1)
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<span style="mso-ansi-language: EN-AU;"><span style="font-family: Times, Times New Roman, serif;">Paivio, A. (1986). <i style="mso-bidi-font-style: normal;">Mental representations: A dual-coding approach.</i> New York: Holt,
Rinehart & Winston.</span><o:p></o:p></span></div>
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-19214526354246067782014-11-28T17:49:00.002-08:002014-11-28T17:49:27.014-08:00Teacher Talk Enhances Learning<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="http://aiemca.net/" target="_blank">The 9th Australasian Institute of Ethnomethodology and Conversation Analysis Conference </a>(November 20th & 22nd), the University of Waikato.<br />
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<i>When quantitative and qualitative research methods are used quite often it can result in better insights. In this case dual analysis appears to reinforce the COR Literacy Framework notion that teacher talk contributes to student learning at three levels.</i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEip28-fwNQUmvbi0bwRwuvOj-qe4hgjPtxtdExH1epxvFGJkLfloR_tf9GdN8xgwV6lVxFjPVc18chzD2Q58txQGws510UDo74N0vSQfO6Z68JtlVOqFltysov7_vOUMkD_b6FzBkSIwLRF/s1600/Waitago.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEip28-fwNQUmvbi0bwRwuvOj-qe4hgjPtxtdExH1epxvFGJkLfloR_tf9GdN8xgwV6lVxFjPVc18chzD2Q58txQGws510UDo74N0vSQfO6Z68JtlVOqFltysov7_vOUMkD_b6FzBkSIwLRF/s1600/Waitago.jpg" height="320" width="320" /></a></div>
I recently had the privilege of presenting at this conference held in Hamilton, New Zealand. Hamilton is a beautiful city situated along the Waikato River (see the river walk in the picture). The city's <a href="http://www.hamiltongardens.co.nz/" target="_blank">Hamilton Gardens</a>, which won the International Garden of the Year - 2014 award for their internationally unique concept of telling 'The Story of Gardens'<span style="font-family: Times, Times New Roman, serif;"> </span>(in picture), is well worth a visit. Although New Zealand and Australia are close, I noticed many contrasting details. In Kiwiland the grass and the gum trees are greener and more uniform. The farms are neater with huge hedges instead of barbed wire fences enclosing them.<br />
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Associate Professor Rod Gardner (an accomplished author and researcher in the field of conversational analysis) and I presented some preliminary findings from our continuing research centred around the <a href="http://reading4meaning.blogspot.com.au/2013/04/cor-literacy-framework-part-1.html" target="_blank">COR Literacy Framework</a>. In the research project we video taped six small group lessons using three camcorders and two voice recorders. There were two teachers trained in using the COR Literacy Framework who consented to teach three small group lessons each. Some of the recordings have been transcribed and coded according to conversational analysis conventions. This methodology is quite a contrast to my previous research where my perspective has been from a cognitive psychology approach. The cognitive psychology methodology is primarily a top-down approach based on theoretical assumptions whereas the CA methodology is a bottom-up approach that attempts to make no prior assumptions but is more concerned with close observation of meaningful conversations.<br />
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The presentation of our ongoing research project was in two parts: I presented the background to the COR Literacy Framework and the research findings to date from a cognitive psychology perspective and Assoc. Prof. Gardner presented the preliminary findings using the Conversational Analysis methodology. One of the research questions was: Do good teachers focus their questions on the three COR levels: perception (factual), cognitive, and metacognitive? At this stage we are beginning to see that this is the case and that this happens in various ways and over relatively short segments of time and sometimes this can be over more extended segments.<br />
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-42880686357980892662014-10-24T19:12:00.001-07:002014-10-25T02:19:00.134-07:00Comprehension and Philosophy in Schools<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="EN-US"><a href="http://www.irishtimes.com/news/social-affairs/religion-and-beliefs/philosophy-in-our-schools-a-necessity-not-a-luxury-1.1970408"><span style="background-color: #d9ead3; color: #420178;">Philosophy
deals with the most fundamental concepts</span></a></span><span lang="EN-US" style="color: #404040;"> about our existence and what it
means to be human in this world. It considers ideas such as: knowledge, truth,
meaning, justice, beauty, freedom and consciousness. Our understanding about
these ideas influence many aspects of our lives. One of the best ways to
involve children in philosophical discussion is to use good children's
literature as a vehicle for philosophical discussions in the classroom.</span><span lang="EN-US"><o:p></o:p></span></div>
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<span lang="EN-US"><span style="color: #404040;">I have
included an excerpt from my book, '</span><span style="color: blue;"><a href="http://reading4meaning.blogspot.com.au/2014/04/developing-literacy-in-primary-classroom.html">Developing Literacy in the Primary Classroom</a>'</span></span><span lang="EN-US"><span style="color: #404040;">
to show how philosophy, children's literacy and the </span><span style="color: blue;"><a href="http://reading4meaning.blogspot.com.au/2013/04/cor-literacy-framework-part-1.html">COR literacy framework</a> </span></span><span lang="EN-US" style="color: #404040;">can be blended to
develop deeper thinking and enquiry learning in the classroom.</span><span lang="EN-US"><o:p></o:p></span></div>
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<b><span lang="EN-US">"</span></b><span lang="EN-US">Literature circles and philosophical discussions </span><span style="font-size: 12pt; line-height: 150%; text-indent: 0cm;">will position the reader/viewer as a critical analyst who will look
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<!--StartFragment-->
<!--EndFragment--><br />
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: 12.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 36.0pt; text-align: left; text-autospace: none; text-indent: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="line-height: 150%;">Perceptual
level: Observing and clarifying: </span></b><span lang="EN-US" style="line-height: 150%;">Inferring and clarifying what has been
suggested, making a distinction, asking an appropriate question, making an
assumption, generalizing, and asking for a reason.<o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">What is the author saying? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Do you think these points are the most important...? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">What reasons do you think the author has for saying
that? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Is the author saying that...? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Correct me if I am wrong, but isn't she/she saying ...?
<o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">What do think the author means by...? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Aren't you thinking that...? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Could you give me an example from your own experience of...?<o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-top: 0cm; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none;">
<br /></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-top: 0cm; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 36.0pt; text-align: left; text-autospace: none; text-indent: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="line-height: 150%;">Conceptual
level: Forming an opinion, clarifying and justifying: </span></b><span lang="EN-US" style="line-height: 150%;">Giving a
reason, inferring, giving counter examples, and using criteria.<o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">In light of what the story was about, do you think
that...? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Why do you believe that what you said is correct? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Can you tell us why you think that? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Does anyone else have any questions for …? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Do you agree with his/her reasons? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Is that evidence good enough? <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">What evidence are you using to make that statement? <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Is it possible that you and the other person are
contradicting each other? <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Can you try to see the issue from someone else’s point
of view? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-top: 0cm; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 36.0pt; text-align: left; text-autospace: none; text-indent: 0cm;">
<br /></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-top: 0cm; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 36.0pt; text-align: left; text-autospace: none; text-indent: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="line-height: 150%;">Metacognitive
level: Evaluating individual and group responses: </span></b><span lang="EN-US" style="line-height: 150%;">This involves personal
reflection and evaluation, and also evaluating the responsiveness of the group.<i style="mso-bidi-font-style: normal;"><o:p></o:p></i></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Did we listen to each other well?<o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Did we respect each others’ opinions and ideas?<o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">What have we learned from this discussion? <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Did we use good reasons for what we have said?<o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">What has it changed? (Self-correction, concepts,
experience, attitude). <o:p></o:p></span></div>
<div align="left" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt 36.0pt; text-align: left; text-autospace: none; text-indent: -36.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">How did you feel about the discussion? <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="EN-US" style="line-height: 150%;"><span style="mso-list: Ignore;">•<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="line-height: 150%;">Is what you said now consistent with what you said
before?" <o:p></o:p></span>(Woolley, 2014, p102)</div>
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<span style="line-height: 150%; text-indent: -36pt;">Woolley, G. (2014). <a href="http://www.amazon.com/Developing-Literacy-Primary-Classroom-Woolley/dp/1446267296/ref=sr_1_3?s=books&ie=UTF8&qid=1397277320&sr=1-3&keywords=Gary+Woolley" target="_blank"><span style="color: blue;">Developing literacy in the primary classroom</span>.</a> London: Sage.</span></div>
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<span style="background-color: white; color: #515151; font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px; line-height: 24px;"><br /></span></div>
Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-66425056605418098842014-10-17T17:44:00.000-07:002014-10-17T17:44:46.150-07:00Success despite a different point of view<div dir="ltr" style="text-align: left;" trbidi="on">
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRKwUBTLq6cowB-SMhRdYBG_Lq1VZf4jY1g0ohUzOv8dTRsyNurCmgd2MUbZ2E_OBUry-qzEIKNsGSDx5mPKgKjwNkK3vYILY26XcfrHVkvTYFJ5RkBFaG4F3qR3BZr4oVCexI13j5Yz97/s1600/Chel.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRKwUBTLq6cowB-SMhRdYBG_Lq1VZf4jY1g0ohUzOv8dTRsyNurCmgd2MUbZ2E_OBUry-qzEIKNsGSDx5mPKgKjwNkK3vYILY26XcfrHVkvTYFJ5RkBFaG4F3qR3BZr4oVCexI13j5Yz97/s1600/Chel.jpg" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A natural landscape (from nature, not from the show)</td></tr>
</tbody></table>
This morning I came across an intriguing interview with <a href="http://www.phillipjohnson.com.au/" target="_blank">Philip Johnson</a> in the Weekend Australian Magazine (18-19th October, 2014, p. 6). Philip is an Australian landscaper who had the honour of winning the top award at last year's prestigious <a href="http://www.smh.com.au/national/were-the-usain-bolts-of-gardening-20130521-2jyrc.html" target="_blank">Chelsea Flower Show</a> in 2013, to highlight our connection to the natural landscape. The intriguing thing was not that the winner was from Oz but that he was colour blind. The question was, how could a person who is colour blind take out what is possibly the world's most famous flower show? What became apparent was the fact that his father took quite an interest in his son and taught him the dynamics of the colour wheel and how colours can dynamically work together.<br />
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What is more amazing is that he has severe dyslexia and he has just published a book. He found it extremely difficult to write but attributes his success to the support of people who made sure that he didn't feel hopeless and inferior.<br />
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com1tag:blogger.com,1999:blog-7249188039680566433.post-31541800840595790002014-10-14T02:32:00.001-07:002014-10-14T02:35:04.310-07:00Diversity, Inclusion & Engagement<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: #38761d;">Students with Literacy Difficulties</span><br />
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Earlier this year I published a chapter in "<a href="http://www.oup.com.au/titles/higher_ed/education/9780195522235" target="_blank">Diversity, Inclusion & Engagement</a>". In the chapter I contend that readers process written text at three levels of cognition. Below I have reprinted a copy of the chapter summary.<br />
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"Students with learning difficulties in literacy are affected
by a range of factors within themselves and also by other factors outside themselves.
These factors interact in a number of ways that will often lead to
disengagement from literacy learning. This then becomes a cycle of failure that
is often quite difficult to overcome. To reverse this trend students should be
shown how to develop self-regulation strategies leading to independence and
academic success. For this to be effective teachers need to develop broader
assessment practices by looking beyond the notion of learning difficulties
residing solely within the learner. Thus, teachers should also consider other
factors outside the learner such as texts, tasks and instructional practices
within the social context of the classroom and community.<o:p></o:p></div>
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Assessment should acknowledge students’ strengths and
consider their educational needs in response to instructional practices. A
thorough and responsive assessment should lead to appropriate accommodations
and adjustments to the curriculum that focus on three levels of engagement:
surface, cognitive and behavioural. Most accommodations and adjustments not
only help individuals but also benefit the wider community of learners. Literacy
is a social activity and there are cooperative methods that can support students
with learning difficulties within the classroom and beyond. Family-literacy
programs, for example, extend learning beyond the classroom walls and give
impetus to the literacy development of students who may be at risk of academic
failure."<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-size: x-small;">Woolley, G. (2014). Students with Literacy Difficulties. In M. Hyde, L. Carpenter, & R. Conway (Eds.), <i>Diversity, inclusion and engagement</i> (2nd ed., pp. 107-127). Melbourne: Oxford University Press.</span></div>
</div>
Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-32656157113301230652014-09-26T18:52:00.002-07:002014-09-26T19:13:34.302-07:00Motivation and Literacy<div dir="ltr" style="text-align: left;" trbidi="on">
This morning I read a fascinating story in the Weekend Australian Magazine entitled <a href="http://www.theaustralian.com.au/news/features/cosentino-is-the-great-pretender/story-e6frg8h6-1227069405998?nk=79916bf7c39710d31e2bf246b622eebe" target="_blank"><span style="color: blue;">"Magic is probably the most honest art form in the world" (27th-28th September)</span></a> about a young magician in the tradition of David Copperfield by the name of <a href="http://www.cosentino.com.au/index.php/bio" target="_blank"><span style="color: blue;">Paul Consentino</span></a>.<br />
<br />
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/xTlS43pCKeY?feature=player_embedded' frameborder='0'></iframe><br />
He is an Australian super star on the rise. Recently he performed at the Singapore Grad Prix alongside big names like Jennifer Lopez and Robbie Williams. However, this success wasn't indicative of his formative years as a young person at school. He struggled to read, in fact it wasn't until year three that he read his first word. In the article Paul recounts the embarrassment he experienced as a 12 year old being chosen to read aloud in front of his year 7 class at a prestigious school in Melbourne. He recalls the secret inner voice that said, "Please don't pick me, please don't pick me." After reading aloud and laboriously stumbling over the words he sat down to nurse his deflated self-esteem.<br />
<br />
In our society it is perceived as a shameful and humiliating thing to be unable to read. Paul's embarrassment echoes the experiences of thousands of our young people today, who struggle with reading. Fortunately, Paul's fortunes changed, he was interested in magic and came across a book about this topic in the library. He was fascinated by the pictures of magic tricks but was reluctant to read. His mother helped him to analyse the words. He reported, "It was a very different approach to the rote learning at school... but I had to do the learning my way."<br />
<br />
At this point Paul believed that his motivation to read changed. It wasn't that Paul had not been motivated in the past. All behaviour is motivated and goal oriented. Children generally are not unmotivated. It would seem that Paul was motivated to avoid reading until he found something he was passionate about.<br />
<br />
According to Ryan and Deci there are three vital elements to motivation: competence, autonomy and relationship. It is evident that this third element linked to his interest and passion was the basis for building Paul's reading competence and reading autonomy. It would seem evident that the relationship of reading to his interests was the key element while the support of a significant person prepared to invest time and believe in him was also important.<br />
<br />
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<span style="mso-ansi-language: EN-AU;"><span style="font-size: x-small;">Deci, E. L., & Ryan, R. M. (1991).
A motivational approach to self: Integration in personality. In R. A.
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-38109348850233808642014-08-06T22:06:00.001-07:002014-08-06T22:06:12.902-07:00Preparing for Future Learning <div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmAkHgpj7_YPlmGHH7l30Ekwx1dpEELU-ZktUIwxtdKh3QC1GOsBSzov-4V9H3cpNEkREfi-hsERMAXQncuwtrIW5lb2m8i0f-MNeXEpvN89v0GlZEMgRexE8v8dsAl8fK_cyR3fUGXR7j/s1600/DSC_0239a.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmAkHgpj7_YPlmGHH7l30Ekwx1dpEELU-ZktUIwxtdKh3QC1GOsBSzov-4V9H3cpNEkREfi-hsERMAXQncuwtrIW5lb2m8i0f-MNeXEpvN89v0GlZEMgRexE8v8dsAl8fK_cyR3fUGXR7j/s1600/DSC_0239a.jpg" height="211" width="320" /></a></div>
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<span style="background-color: #d9ead3;">According to a recent research <a href="http://www.futurity.org/exploration-first-boosts-classroom-learning/" target="_blank">study by </a></span><span style="background-color: #d9ead3;"><a href="http://www.futurity.org/exploration-first-boosts-classroom-learning/" target="_blank">a </a></span><span style="background-color: #d9ead3;"><a href="http://www.futurity.org/exploration-first-boosts-classroom-learning/" target="_blank">Schneider et al</a>.</span><span style="background-color: #d9ead3;">(2013) students who were initially engaged in open-ended exploration before reading new information outperformed students who used traditional textbook materials before solving a problem. The researchers found that the students who </span><span style="background-color: #d9ead3;">were first presented with an abstract problem to solve and then </span><span style="background-color: #d9ead3;">engaged in open exploration before reading became more productive. It was assumed they used their prior knowledge and intuitions. Consequently, they were more likely to fully grasp the newer concepts. </span><span style="background-color: #d9ead3;"> </span></div>
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<span style="background-color: #d9ead3;">The implication for the <a href="http://reading4meaning.blogspot.com.au/2013/04/cor-literacy-framework-part-1.html" target="_blank">COR Literacy Framework</a> (or any other instructional program) is that a series of lessons (around a theme or topic) should first start with an open ended question (or a problem to solve). Students problem solving and suggesting possible solutions will help elicit personalised learning goals which will test the sufficiency of their prior knowledge. This process will enable students to determine what else they might need to adequately solve the problem. </span></div>
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<a href="http://www.computer.org/csdl/trans/lt/2013/02/tlt2013020117-abs.html" target="_blank"><span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 11px; line-height: 17px; text-align: -webkit-auto;">Bertrand Schneider, Jenelle Wallace, Paulo Blikstein, Roy Pea, "Preparing for Future Learning with a Tangible User Interface: The Case of Neuroscience," </span><span class="abs-title" style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 11px; font-style: italic; line-height: 17px; text-align: -webkit-auto;">IEEE Transactions on Learning Technologies</span><span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 11px; line-height: 17px; text-align: -webkit-auto;">, vol. 6, no. 2, pp. 117-129, April-June 2013, doi:10.1109/TLT.2013.15</span></a></div>
Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com1tag:blogger.com,1999:blog-7249188039680566433.post-84274178630537675002014-07-19T04:44:00.000-07:002014-07-19T05:01:29.313-07:00Corporal Punishment in Our Schools: Should we blame the victim?<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: rgba(255, 255, 255, 0);">In my last blog, '<a href="http://reading4meaning.blogspot.com.au/2014/06/equity-real-issue-in-falling-education.html" target="_blank">Equity - the real issue in falling education standards</a>.' I proposed that as our society becomes more unequal we can expect that the standards in education will continue to fall. One simple but ill informed approach is to blame the teachers or the quality of teacher training. An even worse tendency is to blame the learner for the failings in the education system. For example, often a failing student will be labelled as being 'unmotivated', 'lazy' or even 'uninterested'. Many of these students quickly become frustrated and give up trying to achieve in school. </span>They develop self-protective behaviours: <span style="background-color: rgba(255, 255, 255, 0);">they learn that it is better not to expend effort when failure is the expected result. Some students </span>misbehave in class to <span style="background-color: rgba(255, 255, 255, 0);">avoid doing activities that they believe will lead to failure. The disruptive behaviour not only helps them avoid failure but it also protects their self esteem by gaining inappropriate attention from other students. Traditionally a common response was to use corporal punishment in the form of the cane or the strap. Another typical response for </span>continued disruptive behaviour is suspension from school. </div>
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<span style="background-color: rgba(255, 255, 255, 0);"><span style="font-family: inherit;">Recently Kevin Donnelly, the co-chair of the Australian Federal Government's national curriculum review has suggested the use of corporal punishment for disruptive students as long as the local school and community support it. This view by a prominent educationalist has sent shock waves </span>throughout<span style="font-family: inherit;"> the community. Most people understand that using the cane does not address root causes or </span>problems and will more than likely reinforce inappropriate behaviours. Donnelly's statement seems to indicate some very outdated views which are not in line with current thinking and research findings. <span style="font-family: inherit;">According to Jacqueline Maley, (parliamentary sketch writer for the </span><span style="font-family: inherit;">Sydney Morning Herald) in her newspaper article 'Kevin Donnelly on hiding to nothing' (19th July, 14) Donnelly is "...</span></span><span style="font-family: inherit;"> a
critic of political correctness in schools, and he advocates the restoration of
more traditional ways of learning and curricular subject matter; he is big fan
of Shakespeare, the classic novels and phonics. He is a strong critic of the
post-modern, theory-based lens through which literature and history is
sometimes taught in modern schools." </span><span style="background-color: rgba(255, 255, 255, 0); line-height: 17px;">Read more: </span><a href="http://www.smh.com.au/comment/kevin-donnelly-on-a-hiding-to-nothing-20140717-zu81z.html#ixzz37u3X43uS" style="background-color: rgba(255, 255, 255, 0); border: 0px; color: #003399; font-style: inherit; line-height: 17px; margin: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;">http://www.smh.com.au/comment/kevin-donnelly-on-a-hiding-to-nothing-20140717-zu81z.html#ixzz37u3X43uS</a></div>
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<span style="font-family: inherit;"><span style="background-color: rgba(255, 255, 255, 0);">In terms of suspension, Linda J. Graham, in her commentary in The Conversation entitled"Help disruptive students, don't just suspend them." proposed .".. that academic difficulties lead to task avoidance which leads to teacher-student conflict which leads to the use of time-out, which is followed by an escalation in disruptive behaviour, which is met by repeat long-suspension, leading to further escalation, and eventually referral to special educational settings." Read more: </span></span><a href="http://theconversation.com/help-disruptive-students-dont-just-suspend-them-28919">http://theconversation.com/help-disruptive-students-dont-just-suspend-them-28919</a></div>
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<span style="line-height: 17px;">Simple responses such as corporal punishment or suspensions tend to blame the victim rather than addressing their complex academic, social and emotional needs. Good teachers who know, </span><span style="line-height: 17px;">understand and spend time interacting with their students can make a difference. Trevor Cairney, in his recent blog Thursday, July 17, 2014), stated that, "Good teachers change children as they develop love and respect for their students and want the best for them. It seems to me that this is the starting point for effective teaching and parenting not corporal punishment. Read more: </span><a href="http://trevorcairney.blogspot.com.au/" style="line-height: 17px;">http://trevorcairney.blogspot.com.au</a></div>
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0tag:blogger.com,1999:blog-7249188039680566433.post-43937234208119189572014-06-01T04:32:00.000-07:002014-06-01T04:32:03.948-07:00Equity - the real issue in falling education standards.<div dir="ltr" style="text-align: left;" trbidi="on">
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivWVxmLa9H60ZBCW5bvindhVkpk3xZN2K-2ts1QGfWT58Q6taWGROrDzNnFfw8Qifyogs-Zkar5JC9qtnBu88qnPnkew-gukKbXePmanWBkX4x9X5fiuqpQaYdbHi51WXqE6GodLRWuPw6/s1600/1528465_10151864478692636_1383765572_n.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivWVxmLa9H60ZBCW5bvindhVkpk3xZN2K-2ts1QGfWT58Q6taWGROrDzNnFfw8Qifyogs-Zkar5JC9qtnBu88qnPnkew-gukKbXePmanWBkX4x9X5fiuqpQaYdbHi51WXqE6GodLRWuPw6/s320/1528465_10151864478692636_1383765572_n.jpg" height="320" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Are we burying our heads or is equity the real issue in falling standards?</td></tr>
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<span style="color: #2c2c2c; line-height: 26px;">There is an increasing </span><a href="http://www.theaustralian.com.au/news/latest-news/aussies-trapped-by-disadvantage/story-fn3dxiwe-1226445744314" style="line-height: 26px;" target="_blank"><span style="color: blue;">gap in Australia between the rich and the poor</span></a><span style="color: #2c2c2c; line-height: 26px;">. </span><span style="color: #2c2c2c; font-family: inherit; line-height: 26px;">It has been suggested that the recent federal budget will further increase </span><span id="goog_1460922870" style="font-family: inherit; line-height: 26px;"></span><a href="http://www.theage.com.au/comment/joe-hockeys-budget-beyond-the-australian-concept-of-fair-20140530-zrt8i.html" style="font-family: inherit; line-height: 26px;" target="_blank"><span style="color: blue;">inequality</span></a><span id="goog_1460922871" style="color: #2c2c2c; font-family: inherit; line-height: 26px;"></span><span style="color: #2c2c2c; font-family: inherit; line-height: 26px;"> in Australia. I</span><span style="color: #2c2c2c; line-height: 26px;">n </span><span style="color: #2c2c2c; font-family: inherit; line-height: 26px;">Australia and Britain, a</span><span style="color: #2c2c2c; font-family: inherit; line-height: 26px;">s of 2007, the wealthiest </span><span style="color: #2c2c2c; line-height: 26px;">1% of the population</span><span style="color: #2c2c2c; font-family: inherit; line-height: 26px;"> earned 20% of all income. In Canada the top 1% earned 37% while America set the bar at an alarming 47%. </span><span style="color: #2c2c2c;"><span style="line-height: 26px;">According to Richard Wilkinson, these advanced societies are not only </span></span><a href="https://www.youtube.com/watch?v=cZ7LzE3u7Bw" style="line-height: 26px;" target="_blank"><span style="color: blue;">less equitable but have greater problems</span></a><span style="color: #2c2c2c;"><span style="line-height: 26px;">, not only in wealth distribution, but also in </span></span><span style="color: #2c2c2c; line-height: 26px;">educational standards, </span><span style="line-height: 26px;"><span style="color: #2c2c2c;">health, substance abuse, social problems, and consequently have have larger prison populations. </span></span><br />
<span style="line-height: 26px;"><span style="color: #2c2c2c;"><br /></span></span>
<span style="line-height: 26px;"><span style="color: #2c2c2c;">This situation is typically reflected in the educational performance of the Australian states and territories. It is not surprising that the most equitable states do better on PISA and national tests while the states and territories that have a bigger gap between rich and poor and lower educational opportunity do less well. Despite this inequality, the Australian government's response is the promotion of a </span></span><a href="http://theconversation.com/why-markets-cant-deliver-excellence-and-equity-in-schools-25711" style="line-height: 26px;" target="_blank"><span style="color: blue;">market driven approach</span></a><span style="color: #2c2c2c; line-height: 26px;"> whereby public schools will be able to have more autonomy in such matters as the hiring and firing of staff and possibly with staff renumeration. However, this can only increase the inequity of our education system and result in the further decline of our educational standards.</span></div>
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<span style="color: #2c2c2c; font-family: inherit;"><span style="line-height: 26px;">The OECD conducts a series of international student surveys in more than 70 </span></span><span style="color: #2c2c2c;"><span style="line-height: 26px;">countries</span></span><span style="color: #2c2c2c; font-family: inherit;"><span style="line-height: 26px;"> to assess the knowledge and skills of 15 year olds in Mathematics, Science and Reading. <a href="http://www.acer.edu.au/documents/PISA_Thematic_Report_-_Reading_-_web.pdf" target="_blank">The PISA results</a> </span></span><span style="color: #2c2c2c; line-height: 26px;">show that in the year 2000 Australia performed 2nd only to Finland in reading on the PISA international tests.</span><span style="color: #2c2c2c; font-family: inherit;"><span style="line-height: 26px;"> The Finnish school system has been l</span></span><span style="color: #2c2c2c; line-height: 26px;">ess affected by family backgrounds than in most other </span><span style="color: #2c2c2c;"><span style="line-height: 26px;">countries</span><span style="font-family: inherit;"><span style="line-height: 26px;"> and has been </span></span><span style="line-height: 26px;">considered</span><span style="font-family: inherit;"><span style="line-height: 26px;"> to be one of the most equitable among the OECD countries. </span></span></span><span style="line-height: 26px;"><span style="color: #2c2c2c;">However, even in Finland, there is an </span><a href="http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/12/03/are-finlands-vaunted-schools-slipping/" target="_blank"><span style="color: blue;">increasing inequality</span></a><span style="color: #2c2c2c;"> and, as a consequence their PISA test scores are slipping. </span></span><span style="color: #2c2c2c;"><span style="line-height: 26px;">Australia's scores on PISA are also noticeably in decline, in 2012 the reading scores slipped to tenth position. According to Peter Job the performance of Australian education has</span></span><a href="http://www.abc.net.au/news/2013-12-09/job-blind-ideology-putting-australian-education-at-risk/5144008" style="line-height: 26px;" target="_blank"><span style="color: blue;"> been put at risk </span></a><span style="color: #2c2c2c;"><span style="line-height: 26px;">due to a politicisation of education and a declining respect for teacher professionalism. </span></span><br />
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<span style="color: #2c2c2c;"><span style="line-height: 26px;">There has been a push for the publishing of league tables for the national testing (NAPLAN) results and also a push for higher performance pay. This is despite international evidence that such schemes are less than productive. </span></span><span style="color: #2c2c2c; line-height: 26px;">There seems to be an assumption that poor teacher quality is the reason for falling standards. The continued promotion of this assumption can only lead teachers to believe that they are not appreciated and deter others from entering the teaching profession. Instead of creating a system that rewards some and punishes others it would be better to remove the inequalities within our society and in the education systems. </span><br />
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<span style="line-height: 26px;"><b>See the links below for more on the topic:</b></span><br />
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<span style="line-height: 17px;"><span style="font-family: Times, Times New Roman, serif;">J<a href="https://www.blogger.com/Read%20more:%20http://www.theage.com.au/comment/joe-hockeys-budget-beyond-the-australian-concept-of-fair-20140530-zrt8i.html#ixzz33Nf5XgJv" target="_blank">oe Hockey's budget beyond the concept of fair: The Age newspaper: 1st June, 2014</a></span></span></div>
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<a href="https://www.acer.edu.au/documents/PISA_Thematic_Report_-_Reading_-_web.pdf" target="_blank">A Teacher's guide to PISA reading literacy</a><br />
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<a href="http://theconversation.com/australias-pisa-slump-is-big-news-but-whats-the-real-story-20964" style="line-height: normal;" target="_blank">Australia's PISA slump is big news but what is the real story?</a><br />
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<span style="color: black; line-height: normal;">Why markets cannot improve education </span><a href="http://theconversation.com/why-markets-cant-deliver-excellence-and-equity-in-schools-25711" style="line-height: normal;">http://theconversation.com/why-markets-cant-deliver-excellence-and-equity-in-schools-25711</a><br />
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<a href="http://www.abc.net.au/news/2013-12-09/job-blind-ideology-putting-australian-education-at-risk/5144008" target="_blank">Blind ideology putting Australia's education at risk.</a></div>
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<a href="http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/12/03/are-finlands-vaunted-schools-slipping/" target="_blank">Washington Post - A response from Finland</a></div>
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<span style="color: #2c2c2c; line-height: 26px;">ABC news </span><a href="http://www.abc.net.au/news/2012-10-14/1-in-8-australians-living-in-poverty/4312154" style="line-height: 26px;">http://www.abc.net.au/news/2012-10-14/1-in-8-australians-living-in-poverty/4312154</a><span style="color: #2c2c2c; line-height: 26px;"><br /></span><span style="color: #2c2c2c; line-height: 26px;"></span><span style="color: #2c2c2c; line-height: 26px;"><a href="http://zhaolearning.com/2013/08/22/china-enters-%E2%80%9Ctesting-free%E2%80%9D-zone-the-new-ten-commandments-of-education-reform/" target="_blank">China's response</a></span></div>
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Richard Wilkinson TED Talk <a href="https://www.youtube.com/watch?v=cZ7LzE3u7Bw">https://www.youtube.com/watch?v=cZ7LzE3u7Bw</a><br />
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Increasing gap between the rich and the poor in Australia <a href="http://www.theaustralian.com.au/news/latest-news/aussies-trapped-by-disadvantage/story-fn3dxiwe-1226445744314">http://www.theaustralian.com.au/news/latest-news/aussies-trapped-by-disadvantage/story-fn3dxiwe-1226445744314</a></div>
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Dr Gary Woolleyhttp://www.blogger.com/profile/16148590275990423900noreply@blogger.com0