Students' understandings and abilities are grounded in the experience of inquiry, and inquiry is the foundation for the development of understandings and abilities of the other content standards. The sequence of the seven grade-level content standards is not arbitrary: Each standard subsumes the knowledge and skills of other standards.
References for additional reading for all the content standards are presented at the end of Chapter 6. Those clusters were selected based on a combination of factors, including cognitive development theory, the classroom experience of teachers, organization of schools, and the frameworks of other disciplinary-based standards. The next seven categories are clustered for grades K-4, 5-8, and 9-12. The standard for unifying concepts and processes is presented for grades K-12, because the understanding and abilities associated with major conceptual and procedural schemes need to be developed over an entire education, and the unifying concepts and processes transcend disciplinary boundaries. Science in personal and social perspectives. Unifying concepts and processes in science. Positive directions for Australian governments, reading professionals, and education systems to move in, to achieve long-lasting effective solutions to current difficulties, and enable development of effective reading-accuracy instruction for at-risk readers.The eight categories of content standards are Application of organisational learning theory to Australian reading instruction. Appraisal of current Australian instructional supports of reading-accuracy instruction.
A model of Core Literacy instruction, supporting building of optimal reading-accuracy instruction matched to individual children’s instructional needs. Cognitive load aspects of reading-accuracy development, difficulties and instruction. The impacts of English orthographic complexity on reading-accuracy development. The study contributes new knowledge in the following areas: 1. It used critical analysis of the reading research literature to seek appropriate directions to take in order to develop effective Australian classroom reading instruction which would result in at-risk readers successfully mastering reading-accuracy. This study used the pragmatic paradigm, and was a multiphase longitudinal study using many features of grounded theory. Despite its availability, this knowledge is not incorporated in current Australian reading instruction, approximately 30% of Australian readers experience reading difficulties, and there is continuing divisiveness amongst Australian reading professionals on reading development, difficulties and instruction. There is thus extensive accumulated knowledge on reading-accuracy development, difficulties and instruction which has been available for many years. There are very large amounts of rigorous reading research which have built knowledge on reading-accuracy development and difficulties, and effective reading-accuracy instruction for at-risk readers. Report submitted to the Australian National Inquiry into the Teaching of Literacy. The Galletly Report: Reading-accuracy development, difficulties and instruction in Australia.
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