| Papers & Workshops |
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Marion Meiers
Australian Council for Educational Research, Australia
Several interrelated factors are significant in improving literacy learning in the middle years of schooling. One of these factors involves the nature of the policies and practices common to the whole school. A second factor is the breadth of the repertoire of literacy practices in classrooms in all key learning areas. A third critical factor is the selection of specific intervention strategies to support students with low levels of achievement in literacy. This paper will draw on several years' experience as editor of the national journal, "Literacy Learning: the Middle Years", and on a research project which investigated literacy practices in Year 7. in Victorian schools.
RMIT, Melbourne, Australia
5-9 July 2000