Effective teaching practices for students with and without learning difficulties: Issues and implications surrounding key findings and recommendations from the national inquiry into the teaching of literacy¹

Background paper to keynote address presented at the Learning Difficulties Australia conference, Melbourne, 19–20 August 2006 (Rowe, 2006a).

Abstract

Much of what is commonly claimed as ‘effective teaching practice’ and implemented during the early and middle years in Australian schools, for either mainstream students or for those experiencing learning difficulties, is not grounded in findings from evidence‐based research. Issues surrounding ‘effective teaching practice’ came into particularly sharp focus during the 2004–2005 National Inquiry into the Teaching of Literacy (NITL). Following a brief outline of the NITL context and controversies surrounding ‘effective teaching practice’, this paper focuses on teaching strategies that are demonstrably effective in maximising the achievement progress of students during the early and middle years of schooling. It is argued that since teachers are the most valuable resource available to schools, an investment in teacher professionalism is vital by ensuring that they are equipped with an evidence‐based repertoire of pedagogical skills that are effective in meeting the developmental and learning needs of all students.

Notes

Background paper to keynote address presented at the Learning Difficulties Australia conference, Melbourne, 19–20 August 2006 (Rowe, 2006a).

During 2004–2005, Ken Rowe was Committee Chair of the National Inquiry into the Teaching of Literacy.