The Entry Knowledge of Australian Preservice Teachers in the Area of Phonological Awareness and Phonics
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Avondale Authors
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Due to copyright restrictions this book chapter is unavailable for download.
Staff and Students of Avondale College may access the book from Avondale College Library (372.6 Si5)
Future directions in literacy: international conversations may be accessed from the National Library of Australia here.
Future directions in literacy: international conversations may be accessed from the publisher here
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Degree
Department
Faculty
Supervisor
Awarding Institution
Abstract
The link between research and practice has never been more significant as global awareness about literacy pushes us to question the success of programs in schools. National reports on literacy were challenged during the conference. Grounded evidence was given of literacy programs that work to make a difference for groups with diverse needs. The collection of ideas in the conference represents a broad concept of literacy that includes the ability to communicate in multimodal, digital texts and values creativity alongside testing for skills. Classroom based research from the sum of these perspectives presents significant reason for change to practice and policy.To make a difference to future generations of students, we need to take the research out of the classroom and make it the centre of informed debate. This publication is a step towards achieving that goal. [From publisher's website]
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Research Statement
Citation
Fisher, B., Bruce, M., & Greive, C. (2007). The entry knowledge of Australian preservice teachers in the area of phonological awareness and phonics. In A. Simpson (Ed.), Future directions in literacy: International conversations conference 2007(pp. 73-95). Sydney, Australia: Sydney University Press.