11. Conclusions

October 2005
Australian Journal of Language & Literacy;Oct2005, Vol. 28 Issue 3, p242
Academic Journal
The article presents the conclusions of a study on literacy teaching practices. The effective early literacy teaching requires teachers who can ensure high levels of student participation, are deeply knowledgeable about literacy learning, can simultaneously orchestrate a variety of classroom activities, can support and scaffold learners at word and text levels, can target and differentiate their instruction and can do all of this in classrooms characterized by mutual respect. Their classrooms were places where children were encouraged to take responsibility for their own learning, where active citizenship, in terms of equality, tolerance, inclusivity and awareness of the needs of others, was promoted, and where children were happy and motivated to learn. Differences in student learning outcomes may reasonably be attributed more to the ways in which teachers manage the literacy teaching dimensions identified in the study: participation, knowledge, orchestration, support, differentiation and respect, than to teaching activities such as shared book reading, modeled writing or stand-alone phonics lessons.


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