Home' Policy Magazine : Policy Vol 29 - No 3 Contents 29
POLICY • Vol. 29 No. 3 • Spring 2013
JENNIFER BUCKINGHAM, KEVIN WHELDALL AND ROBYN BEAMAN-WHELDALL
2 Australian National Audit Ofce, ‘National Partnership
Agreement on Literacy and Numeracy,’ website; Adam
Rorris, Paul Weldon, Adrian Beavis, Phillip McKenzie,
Meredith Bramich, and Alana Deery, Assessment of
Current Process for Targeting of Schools Funding to
Disadvantaged Students: A Report Prepared for e Review
of Funding for Schooling Panel (Melbourne: Australian
Council for Educational Research (ACER), 2011).
3 Andrew Leigh and Chris Ryan, ‘Long-Run Trends in School
Productivity: Evidence from Australia,’ Education Finance
and Policy (Canberra: Research School of Economics,
Australian National University, 2011); Sue Thomson
and Lisa de Bortoli, Challenges for Australian Education:
Results from PISA 2009 (Melbourne: Australian Council
for Educational Research (ACER), 2010).
4 NSW Auditor-General, Improving Literacy and Numeracy
in NSW Public Schools, as above; NSW Auditor-General,
Improving the Literacy of Aboriginal Students in NSW
Public Schools: Department of Education and Training
(Sydney: Audit Office of NSW, 2012); Productivity
Commission, Overcoming Indigenous Disadvantage---Key
Indicators 2011 (Melbourne: Productivity Commission,
2011); DEEWR (Department of Education, Employment
and Workplace Relations), Teaching and Learning---
Maximising Our Investment in Australian Schools,
References Committee (Canberra: Commonwealth
Parliament of Australia, 2013).
5 DEST (Department of Education, Science and Training),
National Inquiry into the Teaching of Literacy (NITL)---
Teaching Reading: Report and Recommendations (Canberra:
Commonwealth of Australia, 2005); Louisa Moats, Whole
Language Hi-Jinks: How to Tell When 'Scienti cally-Based
Reading Instruction' Isn't (Washington, DC: Tomas B.
Fordham Institute, 2007); Max Coltheart and Margot
Prior, Learning to Read in Australia, Occasional Paper
1/2007 (Canberra: Academy of Social Sciences in Australia,
2007); Kevin Wheldall, ‘Efective Instruction for Socially
Disadvantaged Low-Progress Readers: The Schoolwise
Program,’ Australian Journal of Learning Difficulties
14 (2008), 151–170.
6 Mark Carter, Jennifer Stephenson, and Iva Strnadová,
‘Reported Prevalence by Australian Special Educators of
Evidence-Based Instructional Practices,’ Australasian Journal
of Special Education 35 (2011), 47–60; Max Coltheart and
Kevin Wheldall, ‘Reading Wars?’ Teacher (August 2004),
22; Marion de Lemos, ‘Efective Strategies for the Teaching
of Reading: What Works, and Why,’ Australian Journal
of Learning Disabilities, 10:3–4 (2005), 11–17.
7 Maria Mroz, ‘Meeting the recommendations of the
Bercow Report: Te challenges and the potential within
initial teacher education,’ Child Language Teaching and
erapy 28 (2012), 309–324.
8 Nell K. Duke and Meghan K. Block, ‘Improved Reading
in the Primary Grades,’ Future of Children 22:2 (Fall 2012),
9 Claire McLachlan and Alison Arrow, ‘Literacy in the
Early Years in New Zealand: Policies, Politics and Pressing
Reasons for Change,’ Literacy 45:3 (2011), 126–133;
William E. Tunmer, James W. Chapman, Keith T. Greaney,
Jane E. Prochnow, and Alison W. Arrow, Why the New
Zealand National Literacy Strategy Has Failed and What
Can Be Done About It (Palmerston North, New Zealand:
Massey University Institute of Education, 2013); Sheilpa
Patel, ‘Literacy at Risk: Why Efective Literacy Practice
is Not Effective,’ Waikato Journal of Education 15:3
(2010), 51–68; Justine Ferrari, ‘A decade of lost action on
literacy,’ e Australian (22 December 2012).
10 Australian Curriculum, Assessment and Reporting
Authority, ‘Literacy,’ website.
11 William Louden, Mary Rohl, Caroline Barratt Pugh,
Claire Brown, Trevor Cairney, Jess Elderfield, Helen
House, Marion Meiers, Judith Rivalland, and Ken Rowe,
In Teachers' Hands: E ective Literacy Practices in the Early
Years of Schooling (Mount Lawley, WA: Edith Cowan
12 Marilyn J. Adams, in G. Reid Lyon, Sally E. Shaywitz,
Bennet A. Shaywitz, and Vinita Chhabra (eds), ‘Evidence-
Based Reading Policy in the United States: How Scientifc
Research Informs Instructional Practices,’ Brookings
Papers on Education Policy 8 (2005), 209–250; Gregory
C.R. Yates, ‘Roadblocks to Scientific Thinking in
Educational Decision Making,’ Australasian Journal of
Special Education 32:1 (2008), 125–137.
13 David L. Share, ‘Phonological Recoding and Self-
Teaching: Sine Qua Non of Reading Acquisition,’
Cognition 55 (1995), 151–218; Anne Castles, Max
Coltheart, Linda Larsen, Pip Jones, Steven Saunders, and
Genevieve McArthur, ‘Assessing the Basic Components
of Reading: A Revision of the Castles and Coltheart Test
with New Norms,’ Australian Journal of Learning
Di culties 14:1 (2009), 67–88.
14 Ken S. Goodman, What's Whole in Whole Language (Berkeley,
California: RDR Books, 2005); Frank Smith, Understanding
Reading, sixth ed. (Taylor & Francis e-library, 2010).
15 English Teachers Association of NSW, ‘On Reading
and Phonics’ (2011); Keith E. Stanovich, ‘Concepts in
Developmental Theories of Reading Skill: Cognitive
Resources, Automaticity and Modularity,’ Developmental
Review 10 (1990), 72–100; David L. Share, ‘Phonological
Recoding and Self-Teaching,’ as above.
16 Marilyn J. Adams, in G. Reid Lyon, et al. ‘Evidence-
Based Reading Policy in the United States,’ as above;
Max Coltheart and Margot Prior, Learning to Read in
Australia, Occasional Paper 1/2007 (Canberra: Academy
of Social Sciences in Australia, 2007).
17 William H. Rupley, Timothy R. Blair, and William D.
Nichols, ‘Efective Reading Instruction for Struggling
Readers: Te Role of Direct/Explicit Teaching,’ Reading
& Writing Quarterly 25:2–3 (2009), 125–138; William
H. Teale, Kathleen A. Paciga, and Jessica L. Hofman,
‘Beginning Reading Instruction in Urban Schools:
Te Curriculum Gap Ensures a Continuing Achievement
Gap,’ e Reading Teacher 61:4 (2007), 344–348.
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