Published in Literacy Learning: the Middle Years Vol 18 No 2, June 2010
Abstract: This paper provides information about an innovative new program currently being rolled out in NSW within the context of the National Partnership for Literacy and Numeracy, Focus on Reading 3–6. This initial implementation involves 37 schools, 494 teachers and approximately 7,500 students from all three NSW education sectors. In particular, the paper outlines the program’s research base, content overview, professional learning model and gives insights into delivery, implementation and impact to date.
‘Learning to read’ receives much attention in the research, in the media and in classrooms – and rightfully so. Paris (2005) reminds us that ‘learning to read is one of the
greatest accomplishments of childhood’. It is the foundation for all learning. As students move beyond the early years, the texts they are required to read become more complex, more diverse and more knowledge-bound and teaching students to understand these texts becomes the over-riding challenge for teachers. It’s been obvious for some time that more needs to be done to help students in the upper primary years to better understand the increasingly complex texts they encounter. That is, more needs to be done to arrest the ‘slump’ in students’ motivation to read and in their reading performance once they move beyond the early years. Despite what could be termed an ‘explosion of research’ about comprehension in recent decades which Michael Pressley (2002) says ‘has the potential for a revolution in schools with respect to comprehension instruction … no such revolution has occurred.’ In NSW, the program, Focus on Reading 3–6 has taken up the challenge to start a ‘revolution’ about the teaching of reading in upper primary classrooms. Initial feedback indicates that the program is having an immediate and dramatic impact in classrooms. ‘I feel I’m involved in a program where I can see the difference it is making even after a short period of time. My students are participating more confidently, enthusiastically and positively in literacy sessions. I have noted that many students are transferring
their knowledge of the strategies I’ve explicitly taught them into many other areas of the curriculum.’ (Teacher)

Soft white cotton t-shirts for new babies. 'Read to Me' on the front.

Published in Literacy Learning: the Middle Years Vol 18 No 2, June 2010
Introduction: In November 2009, ninety Western Australian educators including central office staff, high school principals and specialist literacy and numeracy teachers attended a Getting it Right (GiR) Secondary Forum to share experiences and celebrate successes associated with the state-funded pilot Getting it Right Secondary (GiR) Strategy. While this was an opportunity for these schools to tell their stories, the story of the GiR secondary strategy had begun four years earlier in 2006, building on the acclaimed GiR primary model that had operated in primary schools in WA since 2002.

Published in Literacy Learning: the Middle Years Vol 18 No 2, June 2010
Introduction: In 2001, against a backdrop of national research and activity concerned with the middle years (5 to 8) of schooling, the Catholic Education Office Melbourne (CEOM) established the Middle Years (5–9) Literacy Project. By the end of 2009, when the Project formally concluded, the Middle Years Literacy (MYL) 5–9 Project had developed from four clusters of 19 primary and secondary schools in 2001 to 25 clusters involving 150 schools. While this ‘stage of schooling’ approach to literacy support served teachers and students well for eight years, recent shifts in educational thinking and context around contemporary learning, innovation and improvement processes demand from systems and schools alike more precise and more differentiated approaches to literacy policy and strategy. The significant shifts in educational thinking and context that led to changes to CEOM middle years literacy support include:
• increased diversity of texts in contemporary learning environments;
• learning that is more readily monitored, observed, analysed and examined;
• raised expectations and accountability for learning and teaching;
• greater complexity around literacies and literacy pedagogy.

Article published in Australian Journal of Language and Literacy Vol 33 No 3, October 2010
Abstract:  The arrival of increasing numbers of refugee students with a background of trauma and disrupted education in Australian schools has presented new challenges for schools. This paper describes a Literacy Transition Pilot Program (LTPP) that was designed as an intervention for 11 Sudanese students entering secondary schools in Sydney who were considered ‘at risk’. The LTTP was conducted in an Intensive English Centre (IEC) and required significant modification of existing institutional practices, curriculum content and teaching strategies. The paper reports on a case study within the LTPP of student outcomes and discusses some implications for school systems as well as classroom teachers. While ESL instruction has traditionally focussed on developing English language skills, it is clear that in the case of refugee children, schools also have to create a supportive environment to promote well-being, address gaps in cognitive skills, concepts of literacy and understandings about the world.

Article published in Australian Journal of Language and Literacy Vol 33 No 2, June 2010
Abstract:  Contemporary understandings of reading development acknowledge thecompilation and coordination of a range of skills and strategies (Paris, 2005).The development of both decoding and comprehension, integrated into readingacquisition processes, reflects this building of complementary reading skills.Hence, the research reported here aimed to examine early reading instruction togain insight into how skilled teachers incorporate this duality of purposes intoinstructional practices. In order to closely examine students at the  beginning stagesof reading instruction 16 Reading Recovery teacher/student dyads were observed,with book reading interactions coded and analysed to detail teacher attention.The results reveal how teachers guide students towards the co-construction of text meanings and highlights teachers’ and students’ active engagement in talkinteractions, as central to the instructional process.

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Article published in Practically Primary Vol 15 No 3, October 2010
Introduction: St Peter’s Catholic Primary School is situated in Caboolture – approximately 100 km north of Brisbane (Queensland). The school is administered by Brisbane Catholic Education. The school has a full-time Principal, Assistant to the Principal – Administration (APA) and Assistant to the Principal – Religious Education (APRE). There are 60 teachers and school officers. St Peter’s Catholic Primary School is a co-educational Prep to Year 7 school catering for a student population of 595. An action research project was conducted at St Peter’s Catholic Primary School in 2009. A total of 19 Year 2 and 26 Year 4 students were involved in the project (45 students in total).

Article published in Practically Primary Vol 15 No 3, October 2010
Introduction: Nature and nature’s laws lay hid in night; God said ‘Let Newton be’ and all was light. – Alexander Pope
This ode to Sir Isaac Newton is a grammar experience in itself waiting to happen! Who or what are the participants? What processes has Pope made available to construe particular experiences for his audience? What are the circumstances of the processes? And to what effect? However, how do the structures and functions of language translate into the ‘real’ scientific investigations and explorations of knowledge to which Newton so passionately contributed? To many traditionalists, grammar begins and ends in the conventional English lesson. However, grammar is an integral part of all Key Learning Areas in the primary classroom, especially when current teaching practices focus upon and promote integrated learning experiences.

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These post-card size magnets provide practical ideas for parents who want to read to their new baby or toddler. The cards, which can be attached to the home refrigerator, are suitable for daycare centres, health clinics and kindergartens.
Price is for 40 copies (inc. GST and postage)

AVAILABLE IN ARABIC, BOSNIAN, CHINESE AND VIETNAMESE.

These post-card size magnets provide practical ideas for parents who want to help their children with their reading. The cards, which can be attached to the home refrigerator, are suitable for Parent Literacy sessions, would make great inserts for school newsletters, or could be sent to parents with other pre-entry information.
Price is for 40 copies (inc. GST and postage).