Australian Journal of Language and Literacy articles from October 2005

Australian Journal of Language and Literacy archives from October 2005

The dynamics of literacy lessons an introduction to In Teachers' Hands: effective literacy teaching practices in the early years of schooling.(Preface)
October 1, 2005... Some decades ago, the daily work of teachers in classrooms was almost the last topic any serious, self-respecting educational researcher would elect to pursue. Effort and resources were channelled largely into curriculum development,...

About the researchers.
October 1, 2005... Bill Louden is Pro Vice-Chancellor (Research) and Executive Dean of the Faculty of Community Services, Education and Social Sciences at Edith Cowan University. He has published widely on educational change, science education, and literacy....

1. Introduction to the study of effective literacy teaching practices in the early school years.
October 1, 2005... When we began the national study that is presented in this monograph, some of us had recently completed another Australia-wide research project that examined provision in Australian primary schools for students with learning difficulties in...

2. Context for the study of effective literacy teaching practices in the early school years.
October 1, 2005... Literacy teaching in the early years of school continues to be a contentious and intensively-researched subject, at least since the publication of Learning to Read: The Great Debate (Chall, 1967). Opinion on teaching methods has been highly...

3. Identifying effective literacy teaching practices in the early school years.
October 1, 2005... The purpose of our study was to identify effective teaching practices that lead to improved literacy outcomes for children in the early years of school. It aimed to build an evidential link between children's growth in English literacy and...

4. Literacy teaching practice: participation.
October 1, 2005... It has been long recognised that one's motivation and desire to participate actively in learning is a critical element for learning to occur. In the Classroom Literacy Observation Schedule (CLOS) the dimension that is called 'participation'...

5. Literacy teaching practice: knowledge.
October 1, 2005... The dimension of CLOS called 'knowledge' refers to a group of teaching practices used by teachers that are related to their deep understandings and knowledge about the processes of learning literacy and their capacity to use this knowledge to...

6. Literacy teaching practice: orchestration.
October 1, 2005... The CLOS dimension called 'orchestration' brings together a group of teaching practices concerned with management of the learning environment in early years literacy classrooms. In developing these teaching practices of CLOS, we have drawn on a...

7. Literacy teaching practice: support.
October 1, 2005... The dimension that we have called 'support' refers to the ways in which effective teachers structure children's literacy learning so that they are expertly assisted in their acquisition of appropriate knowledge and skills. This dimension is...

8. Literacy teaching practice: differentiation.
October 1, 2005... The CLOS dimension called 'differentiation' concerns the ways in which teachers tailor the curriculum and pedagogic practices to the unique cognitive and socio-cultural understandings and practices that each child brings to the classroom, while...

9. Literacy teaching practice: respect.
October 1, 2005... In the Classroom Literacy Observation Schedule (CLOS) the dimension called 'respect' encompasses a group of teaching practices concerned with the social context of the classroom. The teaching practices that make up the respect dimension centre...

10. Literacy activities.
October 1, 2005... As we have seen, literacy teaching practices clearly differentiated between teachers of varying degrees of effectiveness in terms of both frequency of use and the quality of their implementation, that is, the more effective and effective...

11. Conclusions.
October 1, 2005... Considered together, the findings of this study have led us to conclude that effective early literacy teaching requires teachers who can ensure high levels of student participation, are deeply knowledgeable about literacy learning, can...