Updates from Susan Hill
Susan Hill, author of Developing early literacy: Assessment and teaching, 2nd edn,writes a series of engaging blogs on teaching early literacy.
Susan Hill is an Associate Professor at the University of South Australia where she teaches courses in early childhood education, early literacy and multiliteracies.
She has written more than 20 books for teachers on literacy related topics. Her research for many years has been in the area of early literacy development before school and beginning to read and write in school.
Reading intervention: Take action!
Early intervention for students with reading difficulties is widely recognised as making a significant difference in the long-term reading abilities of children. Research indicates that 95 per cent of children who have difficulty learning to read can reach grade level if they receive specialised help early on. As a literacy researcher, but also as a volunteer tutor giving one-to-one instruction, Susan Hill describes her recent involvement in a successful early intervention. Read
The reading process: what the reader brings
Have you ever tried the word tricks where numerals replace letters or where medial letters in words are rearranged? These demonstrate how highly skilled readers are so practised with text that they can still access meaning. They are a reminder of how much prior knowledge helps reader understanding. Read
Learning to read: tablets or traditional?
What learning experiences do students have when they read on iPads and other tablets? How do they differ from learning to read traditional books? Susan Hill argues that great stories have a pivotal role in both inspiring readers and motivating struggling readers. The challenge is to integrate digital technologies without downgrading the rich imaginative and cultural knowledge found in books. Read
Literacy learning and the changing media world
Teaching literacy that meets the needs of young children in a changing media world is crucial. How will the increasing use of media by children from a young age affect teaching practice? Susan Hill asks whether familiar reading strategies will be as useful for children finding meaning in contemporary multimodal texts as in written texts. Read
Teaching effective literacy: engaging students in a shifting digital age
Today, a range of digital media is entrenched in many young children’s lives. In order to engage these children at school, teachers need to adopt a student-centred approach to teaching literacy. Teachers need to adapt classroom practices to incorporate information about the knowledge, strengths and interests of individual children, including their experiences of digital media. Read