Dr Robyn Cox (‘‘Results won’t improve overnight’’, August 4) and Education Minister Adrian Piccoli (‘‘War of words over worth of Gonski model’’, August 4) are certainly both correct in stating that literacy and numeracy results take time to improve.
However, Dr Cox needs to go further in her opinion that more focus is needed regarding teacher professional development in knowledge about language and teaching strategies about reading.
Why do we continually believe that literacy, taught as a standalone program in the classroom is the answer to increasing literacy standards? What happens to a student after leaving school, who may have improved their literacy level according to a standardised test, but who never develops an actual reading behaviour, enabling them to actually develop that love of story, to read critically and to believe that reading is an essential, valued endeavour? Literacy programs must revolve around quality of story and the engagement of the reader.
All schools have a library, but the quality of that library and its intrinsic value to a child’s engagement with reading is unfortunately in sharp decline. The answer is staring Mr Birmingham et al in the face. Well resourced school libraries and a qualified teacher librarian working with classroom teachers (and even parents) in whole school reading (and writing) programs to develop a reading culture holds the key. Not only in improving the literacy results politicians are so focused on, but to set a child up with a lifelong behaviour of the joy and value of reading.
Sharon McGuinness Thirroul