Careful examination of written stories reveals that poor spellers restrict their vocabulary and their syntax to avoid words they cannot spell, giving quite a wrong impression of their intelligence.
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This chapter from The Cambridge Encyclopedia of Language (a marvellous resource for schools) is reproduced by permission. It summarises physiology, experiments and conflicting theories, and explains current knowledge.
Modern industry needs literate workers. How literate? How can workers' literacy be improved? What can schools learn about necessary literacy and what they teach? Investigations with BHP workers help find answers.
There has been a lot of propaganda in favour of reading to children. All cultural and socio-economic groups studied in this research read a great deal with their children, but with different styles, expecting different outcomes and reflecting their cultures.
Research discoveries by experts in teaching English as a second language can be transferred to the teaching of any second language. Practical examples and teaching programmes at different levels.
How much do your students read? Here is a quick way of finding out. Note: this TRT has been designed with New Zealand children in mind. An adaptation could be made for Australian readers, see the previous set item "Measuring Print Exposure in New Zealand Classrooms" for details, and notes.
Researchers and teachers both overseas and in New Zealand are all but unanimous that children should be encouraged to read during and outside school hours. It would appear that New Zealand primary and intermediate teachers are making every attempt to encourage children to read at school. Most New Zealand primary and intermediate classrooms place an emphasis on exposing children to print.
Classroom teachers report on their success with the Māori version of the highly proclaimed Pause Prompt Praise reading tutoring programme. In a surprise result, student tutors improved their reading skills while helping their peer learners improve.
An account of the important work by Joshua Fishman on reversing language shift which highlights the precarious state of the Māori and Aboriginal languages.