File(s) not publicly available

Bridging the gap between reading theory and innovating teacher practice

journal contribution
posted on 07.10.2020, 00:00 by Bruce Knight, Susan Galletly
Experienced teachers possess wide-ranging knowledge about how best to effectively teach vulnerable children to read. Reading research also provides extensive information on what constitutes best-practice instruction. This paper reports on an ARC research grant that aimed to bridge the gap between theory and practice involving researchers and teachers of Prep (Foundation) to Year 3 working together to develop a set of principles towards optimising reading instruction for all students, and particularly at-risk readers. Now freely available for use by interested parties, the principles document is intended as a resource for ongoing use and exploration by educators and researchers. This paper first discusses the vital need for and the challenges of optimising early literacy learning of at-risk Anglophone students; then details the collaborative research that established the set of principles. It includes discussion of the strengths and challenges of the research, ways forward for enhancing the use of the principles, and models of collaborative knowledge building into the future.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

13

Issue

8

Start Page

1

End Page

19

Number of Pages

19

eISSN

2201-1323

ISSN

2201-1315

Publisher

Primrose Hall

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Speech Pathologist, Mackay

Author Research Institute

Centre for Research in Equity and Advancement of Teaching & Education (CREATE)

Era Eligible

Yes

Journal

International Journal of Innovation, Creativity and Change