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3 Note Taking
Students and teacher discuss and interpret the Students scribe highlighted wordings on the board
text at each stage of reading and writing. as notes.
4 Rewriting from Notes Students first write the text together and then
independently.
Teacher guides students to write a new text using
text structures and information from notes.
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Background of the program
Building on two decades of research in literacy and language learning in Australia, the Learning to
Read: Reading to Learn program emerged from action research with Indigenous education programs
in Central and South Australia.
Education programs participating in the program since 2000 have included the Anangu Teacher
Education Program, University of South Australia; Association of Independent Schools of Western
Australia; Cape Techikon; Catholic Education Office, Melbourne and Western Regions; Charles Darwin
University; Department of Education and Childrens Services, South Australia; Department of Education
and Training, NSW; Department of Education and Training, Victoria; Koori Centre and Yooroang
Garang School of Indigenous Health, University of Sydney; Koori Education Strategy Team, DET Victoria;
Nelson Mandela Metropolitan University; Nyangatjatjara College, NT; Office of the Board of Studies,
NSW; University of Cape Town; University of KwaZulu Natal; University of Stellenbosch; Yirara College, NT.
Independently evaluated outcomes include literacy development at two to four times expected
rates, and teachers reporting major changes in their practice:
...the average improvement in reading and writing was 2.5 levels1...At the same time,
teachers have noted a range of student learning outcomes that are more difficult to measure,
like an increased level of student engagement in their learning. (McRae et al 2000).
…average literacy gains across all schools and classes, and among students from all
backgrounds and ability ranges, was consistently more than…double the expected rate of
literacy development. Furthermore, 20% of students made gains of…four times the expected
rate of literacy development (Culican 2006).
The model was seen as superior by practising teachers in relation to other previous
professional development experiences…teachers witnessed a general improvement level in all
students irrespective of reading ability and literary experience…A work ethic became evident
among those students that had never previously been able to engage for anything more than
very short periods…attendance had elevated from 50% to 86% attending on a regular basis
(Carbines et al 2005).
Program Delivery
The training program is delivered over 12 months, in a series of two-day workshops, with teachers
implementing the training between workshops. The first workshop introduces the strategies and
provides maximum support for teachers to practise with detailed lesson plans for teaching specific
texts. The second expands teachers’ command of the strategies and introduces techniques for
planning lessons independently. The third introduces techniques for selecting and analysing texts for
planning lessons across the curriculum. This in-depth program can provide teachers with the expertise
to train others in the strategies.
Further Reading
Carbines, R., Wyatt, T. & Robb, L. 2005. Evaluation of the Years 7-10 English Aboriginal Support Pilot
Project, Final Report to the Office of the NSW Board of Studies. Sydney: Erebus International
Culican, S. 2006. Learning to Read: Reading to Learn, A Middle Years Literacy Intervention Research
Project, Final Report 2003-4. Catholic Education Office Melbourne
McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T. Price, K., Rowland, M., Warhurst, J.,
Woods, D. & Zbar, V. 2000. What has worked, and will again: the IESIP Strategic Results Projects.
Canberra: Australian Curriculum Studies Association, www.acsa.edu.au/publications/worked, 24-26
Martin, J.R. & Rose, D. 2005. Designing Literacy Pedagogy: Scaffolding democracy in the classroom. In
Webster, J., Matthiessen, C. & Hasan, R. (eds.) Continuing Discourse on Language. London:
Continuum,
Rose, D. 2005a. Learning To Read: Reading To Learn: Submission to the National Inquiry into the
Teaching of Literacy 2005. Canberra: Department of Education, Science and Training
www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/key_issues/literacy_numerac
y/national_inquiry/documents/pdf2/sub_315_pdf.htm
Rose, D. 2005b. Democratising the Classroom: a literacy pedagogy for the new generation. In Journal
of Education, University of KwaZulu Natal, 25pp
Rose, D. 2006. Literacy and equality in the classroom. Future Directions in Literacy, Sydney: University of
Sydney, www.edsw.usyd.edu.au/schools_teachers/prof_dev/index.shtml
Rose, D., Lui-Chivizhe, L., McKnight, A. & Smith, A. 2004. Scaffolding Academic Reading and Writing at
the Koori Centre. In Australian Journal of Indigenous Education, 30th Anniversary Edition,
www.atsis.uq.edu.au/ajie, 41-9
12.5 National Literacy Profile levels is equivalent to over four years average literacy development in one year – a common rate
of improvement in the Learning to Read: Reading to Learn program.
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