Briefing paper

Literacy, behaviour and auditory processing: does teacher professional development make a difference?

Publisher
Economic development Learning and teaching Literacy Australia
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Description

Children with behavioural and learning difficulties (particularly literacy attainment) commonly have problems processing auditory information as measured by sentence length recall and digit span. Findings from the study of 11,366 children from school entry to Year 9 indicated that the association betweeen literacy and classroom behaviour was strong, according to Kathy Rowe, Jan Pollard and Ken Rowe. On this basis, a longitudinal intervention study from school entry to the 4th year at school was conducted in which teachers were taught how to assess children, identify those at risk, and consider the implications for classroom communication.

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