I count myself as very fortunate to have been involved in Catholic Education South Australia’s Reading to Learn professional development program over the past two years. Given the fact that it has been at the front of my mind for the past term and going into the ASFLA conference next week, I felt it required a descriptive/reflective post to explain my fervour.
Reading to Learn was developed by Dr David Rose and is based on principles of functional grammar. It aims “to enable all learners at all levels of education to read and write successfully, at levels appropriate to their age, grade and area of study.” (http://www.readingtolearn.com.au/) This provides a key point of access to the Australian Curriculum, which also demands that students of all abilities work with age-appropriate, challenging texts across the curriculum. Whilst Reading to Learn was originally developed with EAL students in mind, the strategies are applicable to mainstream students of all levels.
Having said this, I think David Rose explains the theory behind the strategy best:
My Reading to Learn journey began with my colleague’s encouragement two years ago. Getting involved is the best thing I have done for my teaching. It has strengthened my prior knowledge of linguistics, changed my approach to literacy education, and helped me to develop a lot more empathy with my students and what they experience when learning to cope with complex genres in secondary school.
As well as its application in my English and Religion classes, I have also found the pedagogy successful in my LOTE classroom. Whether in English or Italian, I am seeing my students’ confidence and willingness to attempt challenging genres growing by the week. With this, their reading comprehension and ability to produce quality writing is increasing tenfold. It is hard work and time consuming, but the fantastic results make it worthwhile.
Reading to Learn is being used at an international scale, and my colleagues and I have had opportunities to network with visiting teachers from Denmark, Sweden and Norway, as well as teachers from across South Australia. We are looking forward to continuing to share ideas and learn collaboratively at next week’s Australian Systemic Functional Linguistics Association Conference next week in Melbourne.
Some generous gifts to our school by our Scandinavian Reading to Learn visitors.
This program is not just for English and EAL teachers, either. Literacy is a cross-curricular priority, and as a school we are working with staff to develop a consistent approach across the learning areas. This is an on-going process, which is still in its very nascent stages, however there are some promising signs and I will continue to post as we progress through this stage of our Reading to Learn journey.
I would love to hear from other teachers and schools using this pedagogy. What have been your successes and challenges? How do you implement it in your classroom and across the curriculum?