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Dyslexia: can we read with our ears?
By Sarah Asome
Issue 106, Term 3 2018
xic students get lost in the sea of words, but it doesn’t have to be this way. The Five from Five website explains why the following five keys to reading are needed every day for all children from the age of five, and offers activities for parents and teachers, and resources for principals and p
A national celebration of storytime
By Brendan Eichholzer
Issue 105, Term 2 2018
ools, preschools, childcare centres, family homes, and bookshops. Now in its 18th year, NSS is a fun, vibrant event that aims to promote the value of reading and literacy, using an Australian children’s book that explores age-appropriate themes, and addresses key learning areas of the Australian Cur
Stories make us: in conversation with Morris Gleitzman
By Nicole Richardson
Issue 105, Term 2 2018
r 2018–19. As laureate, he will join his predecessors, Leigh Hobbs, Jackie French, Alison Lester and Boori Monty Pryor in promoting the importance of reading. Morris kindly shared his time with us to discuss the laureateship; why the need for stories is more important now than ever; how he will ad
Read, respond, celebrate: engaging with the CBCA short list
By Josephine Laretive
Issue 102, Term 3 2017
ajor event of Children’s Book Week during August. The five CBCA short list book categories offer schools an abundance of opportunities to engage with reading, responding to, and celebrating literature. Exploring the short list books aligns with the Australian Curriculum and provides important opport
Emily Rodda on treasured stories
By Nicole Richardson
Issue 108, Term 1 2019
elop their own love of stories. His Name Was Walter Emily’s most recent book His Name Was Walter explores the power of stories, of shared reading experiences, and of long-ago hidden books as sacred as buried treasure. Weaving together fairytale and historical fiction, entwined with the m
To inspire or to instruct
By Ta'afuli Andrew Fiu
Issue 91, Term 4 2014
many students find life at school tough and often lonely. Some students are having their own 'midlife' crises. The very least we can do is to provide reading materials that have some bearing on what is happening today. If you are finding it hard to influence reading or to increase student literacy,
The cathartic experience: understanding grief through the written word
By Nicole Richardson
Issue 106, Term 3 2018
t her writing novels since she was 14 — along with the love of the craft. Eliza’s debut novel, In the Quiet , landed her on the shortlist for the Readings Prize for New Australian Fiction and the NSW Premier’s Literary Awards, and on the longlist for the Indie Awards and ABIA Awards. Eliza’s fir
Stories that matter
By Helen Stower, Krystal Gagen-Spriggs
Issue 107, Term 4 2018
ng of their story and this clarifies both societal attitudes and the personal experience of being transgender. The glossary, resources, and suggested reading also provide wonderful tools for those wishing to better understand gender fluidity. Conclusion The power of YA fiction is that young read
Students Need School Libraries (and teacher librarians)
By Cherie Bell
Issue 128, Term 1 2024
the works of clever picture-book creators. As children learn to read, they need a wide range of books to choose from as they rapidly graduate through reading levels and search more broadly for information and stories that interest them. The more autonomy children have over their reading materials,
Decodables - they're a thing, right?
By Sarah Handscomb
Issue 120, Term 1 2022
Much of my time working in reading intervention has been supporting students, frequently teaching mainstream education to boys in middle and upper primary years, and teaching disengaged students in special educational settings. Virtually every student had internalised feelings of worthlessness, and
Improving literacy levels in remote Indigenous communities
By Karen Williams
Issue 111, Term 4 2019
es of culturally appropriate books to remote Indigenous communities. Many early literacy academics and researchers argue that cultivating a love of reading is the key to developing reading and language skills. The ILF engages with close to 300 remote communities across Australia to close the liter
The importance of multicultural literature
By Marianne Grasso
Issue 96, Term 1 2016
case study confirms this, revealing that African- American students prefer to read texts they can relate to culturally, increasing their interest in reading. Familiar concepts in multicultural literature help to build security, familiarity, and confidence, which can lead to an improvement in studen
Daring to be different: celebrating diversity in literature
By Ruth Devine
Issue 105, Term 2 2018
as a disability of one kind or another, including 3.2 per cent of 0–4 year olds and 8.3 per cent of 5–14 year olds. Whether they are being read to or reading themselves, these children, all children, need to see themselves reflected in the books they read. They need stories about people who look lik
School libraries supporting literacy
By Stephanie Ellis
Issue 99, Term 4 2016
ms. These programs may aim to increase student knowledge of and skills in information and digital literacies, though it is important to remember that reading literacy underpins all of this. After all, despite the proliferation of digital devices in schools, our students still require the skills to f
Developing low-budget literacy programs in schools
By Sue Bursztynski
Issue 109, Term 2 2019
letter. Sometimes big name authors are in town and speak at their shops. I once took a few young fans to hear a favourite fantasy writer. Premier’s Reading Challenge Another free option for a teacher librarian is the Premier’s Reading Challenge. I only did it once, in my last year, realised how
The great escape
By Sarah Bakker
Issue 102, Term 3 2017
‘If you truly want to escape this reality all you have to do is open a book and your imagination.’ — Unknown This idea that reading can magically transport you somewhere else is at the heart of this year’s Children’s Book Week theme, Escape to Everywhere. With Book Week fast approaching, w
Book launches: connecting schools, students and local authors
By Jenna Hildebrand
Issue 109, Term 2 2019
Reading culture As school library staff, we strive every day to establish libraries and resource centres as places that support our students’ reading and information literacy. In our relentless quest to promote reading for pleasure, one major challenge is the structured class context. We need
Leigh Hobbs on the invaluable, irreplaceable school library
By Nicole Richardson
Issue 106, Term 3 2018
tor Leigh Hobbs finished his time as Australia’s Children’s Laureate for 2016–17. The role is to promote the importance and transformational power of reading and creativity for young people. During Leigh’s two years as laureate, he passionately campaigned for school libraries and school librarians
The DANZ Childrens Book Award
By Kate Foster
Issue 126, Term 3 2023
a new question, but one we continue to hear time and again. No-one can deny the power of a book read at the right time, nor the science behind how reading builds empathy. Therefore, the responsibility of everyone involved in creating books is huge and shouldn’t be underestimated. With that said,
The time to read
By Gabrielle Mace, Merrilyn Lean
Issue 117, Term 2 2021
As educators we often lament that our students are no longer reading books for enjoyment. Sadly, our students are not alone. With an ever growing curriculum and the frenetic pace of the academic school year many teachers are reading for enjoyment far less than ever before – or worse, not at all.