The Conversation, 9 July 2020. Making sure children have access to books showing diversity is one step in breaking the cycle that leads to entrenched racism.
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Save the Children, 20 May 2020. Stories can push us to action, elicit emotions, or keep us learning about places and things we never knew about. At a time of heightened uncertainty around the world, they can be a salve for what we’re experiencing and feeling. (Videos of authors reading their stories embedded.)
The Conversation, 11 Feb 2020. In 2,413 books analysed, only a small proportion included minorities, and they tended to perpetuate stereotypes rather than authentic representations of the people and their lifestyle. Choosing books with authentically diverse viewpoints can change or prevent bias and stereotyping.
Campbell & Neumann, EduResearch Matters, 3 Feb 2020. Early learning environments need to be engaging, creative and flexible. It is not just about learning the technical aspects of reading, it is also about helping children to develop a love of reading and motivation for when they start formal reading at school.
The Conversation, 16 Dec 2019. There is a clear relationship between owning books and reading ability. The author, an early childhood and primary education expert, outlines the benefits of owning books.
EduResearch Matters, 8 Dec 2019. This open letter voices the concerns of over 180 literacy educators on the composition of the “expert” task force created to advise the Australian Government on the teaching of phonics and reading. Two of the three task force members have never taught classes of kids to read and write and have highlighted their bias in prior media releases. Can we trust their advice to the…
Peter Goss, The Conversation, 11 Nov 2019. Big gains to Year 5 evaporate by Year 7. This rules out poor early reading instruction as a cause. This reading problem isn’t about phonics, but a failure to stretch students in upper primary school.
NCTE (National Council of Teachers of English) Statement on Independent Reading, Nov 2019.
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