Halfon, N., Schulman, E., & Hochstein, M. (2001). Brain development in early childhood. In N. Halfon, E, Schulman, & M. Hochstein (Ed.), Building community systems for young children (pp. 1-24). UCLA Center for Healthier Children Families and Communities.
Sciences cognitives et lecture
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|Workshop Notes for Preventing & Overcoming Reading Failure: Programs and Practices Melbourne University Private, Hawthorn June 22, 2007. Audio: Session 1 (mp3), Session 2 (mp3) and Session 3 (mps).|
Professional Background and Interests
- I used Direct Instruction Programs in my research.
- Corrective Reading Program in secondary schools.
- What support is there for the style of teaching exemplified in Direct Instruction program?
For what populations have Direct Instruction programs proved useful?
- Here are Good News Stories from some schools that have been using Direct Instruction programs.
- Literacy quotes from the research: 1, 2.
- What whole language really implies
- Great Resources: 1, 2.
Invited Referee for Journals
- Member of Editorial Board, Australian Journal of Learning Disabilities
- Member of Editorial Board, Journal of Direct Instruction
- Behaviour Change
- Educational Psychology
- Australasian Journal of Special Education
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- 2008:RMIT Media Awards (Science, Engineering, and Health College).
- 2007: RMIT Media Awards (Science, Engineering, and Technology).
- 2007: RMIT University Certificate of Achievement, University Teaching Awards.
- 2007: Science, Engineering, and Technology SET Student Choice Teaching Award.
- 2006: Mona Tobias Award. Learning Difficulties Australia publishes the Australian Journal of Learning Disabilities.
- 2004: Excellence in Education Award for Research (Association for Direct Instruction, Oregon, USA),
- 2004: RMIT Media Awards (Long Term Contributor).
Refereed Journal Articles
Non refereed journal articles and other publications
What about Early Intervention?
- Expectations for best practice in early reading & synthetic phonics
- Relationship to revised NLS Framework for Teaching and new EYFS.
- Best provision to help children with significant literacy difficulties catch up.
- Impact of leadership &management and practitioners’ subject knowledge & skills
- VFM/cost effectiveness of different approaches,
- Grapheme/phoneme correspondences taught in a clearly defined incremental sequence.
- Blends phonemes all through the word in the order they appear in real words.
- Segments words into their constituent phonemes to spell.
- Short, discrete, daily sessions taught within a broad and rich curriculum.
- Multi-sensory, engaging, enjoyable.
- Time-limited – balance changes from ‘learning to read’ to ‘reading to learn’
- Two distinct processes in learning to read: word recognition, and language comprehension.
- Practitioners should assess and support development in both.
- High quality phonic work is best means for securing word recognition.
- High quality phonic work underpins comprehension – the ultimate goal.
- Early years crucial for fostering communication skills
- Parents have a crucial role to play
- Valuable pre-reading activities – stories, songs, rhymes & drama – as part of rich curriculum
- Speaking and listening key: foundation for reading (& writing)
- Pave the way for systematic, high quality phonic work.
- Children should benefit from a rich curriculum that develops speaking & listening and reading & writing.
- Begin systematic, high quality phonic work for most by five, subject to professional judgement, as prime approach for learning to read.
- Should be part of ‘quality first’ teaching which reduces need for intervention.
- Children with difficulties should be identified early & appropriate support provided
- Leaders & managers should ensure high quality phonic work is implemented & monitored regularly
- Practitioner & teacher training should focus on principles of high quality phonic work
- Parents have vital role & should be involved.