I am preparing for the start of the new academic year in Australia (Jan 30).=
 My school's incoming year 7 students were tested on the TORC-3 (Test of Rea=
ding Comprehension) 24 October last. These test results, converted into Grad=
e level competency, revealed that of the 154 students tested, 46.8% were at=
 lower primary level (Grades 1, 2 & 3); 43.5% were at upper primary level (G=
rades 4, 5 & 6); 9.7% were at secondary level (Grades 7 through 12).
Very few of these students qualify for Integration Aide assistance because o=
f physical, intellectual or language disabilities.
I am wondering how many members of this list work with students who don't qu=
alify as language disabled but still have enormous language and literacy dif=
ficulties which inhibit their academic performance?
 
As literacy coordinator and teacher at my school, I have finally persuaded m=
y school to take a whole school approach to our ongoing literacy problem. So=
, instead of focussing intervention resources only on some of the very weake=
st, we will make literacy a separate timetabled subject for all students. In=
 2007 we start with all year 7 students. In 2008 we will include all Years 7=
, 8 & 9 students and so on. 
 
Just recently i rejoined this list and was happy to find a link to www.epsbo=
oks.com which shares theoretical and pedogogical practices (strongly researc=
h based) that I have been exploring in Australia and plan to use in implemen=
ting our whole school approach to literacy. The crux of what we plan to do i=
s to separate the students into "like groups" for their literacy lessons so=
 we and they can focus on what they can do and progress from there. Also, th=
e teaching model we will employ is Teacher: direct instruction, model; Stude=
nt: practice, apply. Such a severe model will apply to carefully sequenced s=
mall steps in the acquisition of language and literacy. This will be balance=
d by lots of fun explorative and reflective activities.
 
I would like to hear of experiences out there following a similar path.
 
The research question that interests me is twofold: Why, after six years of=
 schooling, large numbers of students are not functionally literate and how=
 best to meet their literacy needs in the secondary school - and beyond. (No=
t to mention meeting the literacy needs of all in primary school).
 
Jennifer Clancy

________________________________

From: learningdisabilities-bounces at nifl.gov on behalf of Andrea Wilder
Sent: Fri 1/5/2007 1:14 PM
To: The Learning Disabilities Discussion List
Subject: [LearningDisabilities 835] Re: Priorities for Research in the LDFie=
ld


Rochelle-- 

This would be a subheading under a purpose of , say, "Increasing literacy."=
 

You are being kind--I'm trying to think this through. What would we say abou=
t learning disabilities? First would be something like: "test and diagnose a=
ny learning disabilities." This might be good to start with. 

Now, on the research part--actually, we should compile what we DO know, so w=
e know what we don't have, what questions still need to be researched. 

(Maybe i should go to bed.) 

Thanks for asking this, an excellent exercise. 

OK--literacy--do we need to define this? 

Andrea 

On Jan 4, 2007, at 8:38 PM, RKenyon721 at aol.com wrote: 



	Andrea, 
	
	Why don't we look at Literacy and Learning Disabilities, the topic of our D=
iscussion List.  That will narrow the "field" considerably. 
	
	What do you think? 
	
	Rochelle 
	


	Hi Rochelle 

	This is a great question.  First, it seems to me, we need to define the sco=
pe of the field, its purpose, then we will be able to figure out research qu=
estions. 

	Andrea 

	
	
	
	Rochelle Kenyon, Ed.D., Project Trainer 
	LD Academies Project 
	6315 Capstan Court 
	Rockledge, Florida 32955-5765 
	Telephone: 321.637.1319 
	Fax: 321.637.1920 
	Email: RKenyon721 at aol.com  ------------------------------------------------=
---- 
	National Institute for Literacy 
	Learning Disabilities mailing list 
	LearningDisabilities at nifl.gov 
	To unsubscribe or change your subscription settings, please go to http://ww=
w.nifl.gov/mailman/listinfo/learningdisabilities 
	Message sent to andreawilder at comcast.net.


Important - This email and any attachments may be confidential. If received=
 in error, please contact us and delete all copies. Before opening or using=
 attachments check them for viruses and defects. Regardless of any loss, dam=
age or consequence, whether caused by the negligence of the sender or not, r=
esulting directly or indirectly from the use of any attached files our liabi=
lity is limited to resupplying any affected attachments. Any representations=
 or opinions expressed are those of the individual sender, and not necessari=
ly those of the Department of Education.
-------------- next part --------------
A non-text attachment was scrubbed...
Name: not available
Type: application/ms-tnef
Size: 8262 bytes
Desc: not available
Url : http://www.nifl.gov/pipermail/learningdisabilities/attachments/20070105/33dc908b/attachment.bin