Learning disabilities and literacy &amp; numeracy development

Chan, Lorna K. S.; Dally, Kerry

doi:10.1080/19404150109546652

Cited by 12 publications

(7 citation statements)

References 51 publications

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“…Accurate phonics, spelling and grammar are required in most areas of the curriculum, and teachers cannot assume that students entering secondary school will have adequate skills in these areas, so teachers need to be able to give instruction in these skills. There is a wealth of research to show that many students with learning difficulties have particular difficulties in encoding and decoding written English (Chan & Dally, 2001;Hempenstall, 2003;Ramus et al, 2003) so that teachers who are not able to provide such instruction are not able to address the educational needs of these students. This position relates to the outcomes of the National Inquiry into the Teaching of Literacy, which found that 'an evidence-based and integrated approach including instruction in phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension needs to be adopted' (Rowe, 2005, p.12), and that teaching literacy is the responsibility of all secondary teachers across the curriculum.…”

Section: Summary and Discussionmentioning

confidence: 99%

Secondary Beginning Teacher's Preparedness to Teach Literacy and Numeracy: A Survey

Milton

Rohl

House

2007

AJTE

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This paper reports the findings of an Australia-wide survey conducted as part of a national teacher education research project that explored the preparation of teachers to teach literacy and numeracy in Australian schools (Louden, Rohl, Gore, Greaves, McIntosh, Wright, Siemon & House, 2005) 1 . The project included various phases of inquiry, beginning with a desk audit of teacher education program characteristics and an international literature review (Gore & Griffiths, 2002) , that drew on literature published in English in the last few decades. The issues identified in the literature review guided the construction of a set of national focus groups that targeted early years, primary and secondary teachers and teacher educators. Data from the focus groups informed three nationally representative questionnaire surveys, the purpose of which was to determine the preparedness of new graduates to teach literacy and numeracy to a range of school students. A survey was designed for each of the following three groups: senior school staff, primary beginning teachers and secondary beginning teachers.The focus of this paper is the survey designed for teachers working with secondary aged students. (Other aspects of the study have been published elsewhere, for example Louden & Rohl, 2006;. The secondary survey adds further insights to the recently released report of the National Inquiry into the Teaching of Literacy (Rowe, 2005) which found that the preparation of teachers to teach literacy was 'uneven across universities' (Rowe, 2005, p.12), and recommended that 'literacy teaching within subject areas be included in the coursework of secondary teachers' (Rowe, 2005, Recommendation 12, p.20). There has been much concern in recent years about the requirements for teacher education courses. Over the past 20 years there has been an average of one national or state inquiry into teacher education each year and in 2005 there were two national inquiries: a national parliamentary inquiry into teacher education and a national inquiry into the teaching of literacy that included preservice education for literacy teaching (Rowe, 2005). Some have pointed to the need to develop national standards (for example Louden, 2000;Rowe, 2005) and within the standards debate there are calls for graduating teachers to have adequate understandings of literacy and numeracy (Ministerial Advisory Committee on the Quality of Teaching, 1998) and a knowledge of 'what and how to teach literacy' (Rowe, 2005, p.12 ). At the secondary level, literacy and numeracy are embedded across the curriculum and teachers need to be able to foster those skills within their subject areas. There is some question as to whether beginning teachers achieve 'adequate' understandings and know how to incorporate literacy and numeracy instruction into their teaching when and where necessary. Changes to pre-service preparation for teaching are often suggested. 38Many secondary teachers undertake one-or two-year graduate diploma courses, following first degrees. Some educa...

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Section: Summary and Discussionmentioning

confidence: 99%

Secondary Beginning Teacher's Preparedness to Teach Literacy and Numeracy: A Survey

Milton

Rohl

House

2007

AJTE

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“…It was a useful overview of the wide -perhaps for parents, bewildering -range of provisions and methods of practice for students with learning difficulties. Chan and Dally (2001) summarised literature reviewed for the DETYA Report 16 . They contrasted definitions of learning difficulties common in the literature with the constructivist, or sociocultural, approach to defininglearningdifficulties which shifted the focus "from the individual nature of a learning disability to the embedded nature of an individual's actions within social contexts" (p. 13) -in this case the context of the classroom.…”

Section: Learning Difficulties: Definitions and Identificationmentioning

confidence: 99%

A history of learning difficulties Australia: Part five‐the journal (continued)

Jenkinson¹

2006

Australian Journal of Learning Disabilities

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“…As many students with refugee and asylum seeker background do not speak the language of the majority cultures into which they were placed, they are immediately susceptible to perceived as 'deficit'. This has considerable consequences for both their teachers and the students themselves (see, for example, Bigelow, 2010;Bigelow & Tarone, 2004;Chan & Dally, 2001;Creagh, 2016;Dooley & Thangaperumal, 2011;Gee, 1989;Hammond, 2008;McCarty, Watahomigie, & Dien, 2004;. In many countries of settlement, the neoliberal education policies place students who are English Language Learners (ELLS) and have refugee and asylum seeker backgrounds in language intervention programs.…”

Section: Neoliberalism and Educationmentioning

confidence: 99%

Educating Students with Refugee and Asylum Seeker Experiences

Sellars¹

2019

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An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access for the public good. The Open Access ISBN for this book is 978-3-8474-1345-5. More information about the initiative and links to the Open Access version can be found at www.knowledgeunlatched.org

show abstract

Learning disabilities and literacy & numeracy development

Cited by 12 publications

References 51 publications

Secondary Beginning Teacher's Preparedness to Teach Literacy and Numeracy: A Survey

Secondary Beginning Teacher's Preparedness to Teach Literacy and Numeracy: A Survey

A history of learning difficulties Australia: Part five‐the journal (continued)

Educating Students with Refugee and Asylum Seeker Experiences

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