Article published in Literacy Learning: the Middle Years Vol 18 No 3, October 2010
Abstract:  Picture books appeal to readers of all ages for different reasons and include many texts that are complex in both form and content and that add to the development of language skills and literacy. The visual content of picture books helps to develop these skills but also enhances the effect of the texts, develops children’s artistic understanding, and arouses emotional response. As classroom teachers, we use picture books as one approach to help students to take into consideration the physical, cognitive and socio-emotional world in which they live. We use picture books to introduce philosophy, explain vocabulary, and support students to make connections between theory and practice and their world. In this paper, I discuss censorship, both covert and overt, which is happening today in our classrooms with regard to children’s literature. I will also discuss two picture books that deal with homelessness, a social issue in contemporary society: Space Travellers written by Margaret Wild (2000) and Way Home written by Libby Hathorn (1999), both illustrated by Gregory Rogers.

Article published in Practically Primary Vol 15 No 3, October 2010
Introduction: This article reports on an action learning research project in seven classrooms at Curl Curl North Primary School in suburban Sydney during 2008. Funded by an ALEA research grant, the project aimed to improve students’ critical literacy outcomes through:
- Teaching imaginatively using quality literary texts
- A ‘repertoire of pedagogical practices’ (Louden, et al, 2005) aligned with the NSWDET model of pedagogy (2003) and
- Immersion in the Creative Arts

These post-card size magnets provide practical ideas for parents who want to help their children with their spelling. 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)

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).

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)

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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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 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.

The online ordering system will automatically calculate postage. NO POSTAGE WILL BE CHARGED. Pdf file will be emailed to you within 24 hours.

We welcome enquiries about articles that are not listed here. Please contact us on Freephone 1800 248 379. Full journals can be purchased in hard copy for $12.50 plus $4.00 postage. Annual subscription available (free with membership). Contact alea@netspace.net.au to order.

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.