Bridie Raban | Deakin - Academia.edu (original) (raw)
Papers by Bridie Raban
The English Quarterly, 1990
Routledge eBooks, May 15, 2023
The book aims to help educators and students to feel more confident in their knowledge and abilit... more The book aims to help educators and students to feel more confident in their knowledge and ability to support children who are new to English. It’s packed with activities that focus on the creative arts and encourages educators to develop children’s language and communication skills as they play. The creative activities are presented in a very accessible format that educators can dip into and return to as an ongoing resource throughout the early years
It is a widely held view that learning to read and write in the school setting will be easier for... more It is a widely held view that learning to read and write in the school setting will be easier for children who have experienced rich home and preschool literacy practices, which introduce them to the world of print and messages in texts (Clay, 1991; Purcell-Gates, 1996). More recently, the significance of the early years and preschool contexts as sites for learning, where children can develop understandings of the purposes and functions of literacy, has been reinforced by national and state government initiatives (DEEWR, 2009; State of Victoria, 2008).
Journal of Early Childhood Research, Mar 10, 2022
Studies of early reading in the home indicate the relevance of these experiences for young childr... more Studies of early reading in the home indicate the relevance of these experiences for young children’s later reading development when they start school. The study reported here followed twenty children through 2 years prior to starting school and assessed their reading progress at the start of school. Audio/tape-recordings of their home experiences were collected in some detail, at random during whole days and transcripts of the audio/tape-recordings were reviewed for instances of reading experiences. In addition, parent interviews reported activities with their children, including those not captured on the audio/tape-recordings and others that took place across different days not recorded. Strong relationships were found between measures of family interest in reading and their children’s reading development when they started school. It was also found that Socioeconomic Status (SES) of family background did not necessarily determine these children’s reading development. Those children who had the opportunity to form successful understandings about reading from their home experiences, arrived at school with strong conceptual frameworks that supported their continuing reading development.
This book gives clear guidance to educators about how to support the communication and language d... more This book gives clear guidance to educators about how to support the communication and language development of EAL children with reference to the new 2018 National Quality Framework (ACECQA, 2017). As well as providing essential information about EAL learners, it covers topics including: how children learn languages; how to prepare for a new starter who has limited or no English; helping children to settle-in, creating a suitable environment; working with families; and, observation and assessment. There are also chapters which focus specifically on supporting the prime area of communication and language
Emerald Publishing Limited eBooks, May 26, 2020
Language development is rooted in using speech to communicate and share with others. Having somet... more Language development is rooted in using speech to communicate and share with others. Having something important to say and someone to say it to are the touchstones of progress in speaking. Many young children arrive in the classroom overwhelmed and tongue-tied, unable either to express themselves or to initiate conversations with their teachers and peers. Other children may have articulation and communication difficulties which will already have been referred to a speech therapist or other outside agency (see LANGUAGE (Main Unit), HEARING IMPAIRED and SPEECH).
Cambridge University Press eBooks, Apr 14, 1994
In a previous article (Raban, 2014), it was reported that developmental scientists argue that “kn... more In a previous article (Raban, 2014), it was reported that developmental scientists argue that “knowledge from brain research does not lead to any specific or particular outcomes for education at this time” (p. 46). As Bruer (1997) points out, neuroscience is still in its infancy and while the bridge between education and cognitive psychology has a long tradition, the bridge between education and neuroscience is a more recent endeavor and less well developed. This discussion reviews current understandings of interesting implications of neuroscience for teachers of literacy and links these understandings to instructional suggestions offered by Marie Clay in the 2016 second edition of Literacy Lessons Designed for Individuals.
The English Quarterly, 1990
Routledge eBooks, May 15, 2023
The book aims to help educators and students to feel more confident in their knowledge and abilit... more The book aims to help educators and students to feel more confident in their knowledge and ability to support children who are new to English. It’s packed with activities that focus on the creative arts and encourages educators to develop children’s language and communication skills as they play. The creative activities are presented in a very accessible format that educators can dip into and return to as an ongoing resource throughout the early years
It is a widely held view that learning to read and write in the school setting will be easier for... more It is a widely held view that learning to read and write in the school setting will be easier for children who have experienced rich home and preschool literacy practices, which introduce them to the world of print and messages in texts (Clay, 1991; Purcell-Gates, 1996). More recently, the significance of the early years and preschool contexts as sites for learning, where children can develop understandings of the purposes and functions of literacy, has been reinforced by national and state government initiatives (DEEWR, 2009; State of Victoria, 2008).
Journal of Early Childhood Research, Mar 10, 2022
Studies of early reading in the home indicate the relevance of these experiences for young childr... more Studies of early reading in the home indicate the relevance of these experiences for young children’s later reading development when they start school. The study reported here followed twenty children through 2 years prior to starting school and assessed their reading progress at the start of school. Audio/tape-recordings of their home experiences were collected in some detail, at random during whole days and transcripts of the audio/tape-recordings were reviewed for instances of reading experiences. In addition, parent interviews reported activities with their children, including those not captured on the audio/tape-recordings and others that took place across different days not recorded. Strong relationships were found between measures of family interest in reading and their children’s reading development when they started school. It was also found that Socioeconomic Status (SES) of family background did not necessarily determine these children’s reading development. Those children who had the opportunity to form successful understandings about reading from their home experiences, arrived at school with strong conceptual frameworks that supported their continuing reading development.
This book gives clear guidance to educators about how to support the communication and language d... more This book gives clear guidance to educators about how to support the communication and language development of EAL children with reference to the new 2018 National Quality Framework (ACECQA, 2017). As well as providing essential information about EAL learners, it covers topics including: how children learn languages; how to prepare for a new starter who has limited or no English; helping children to settle-in, creating a suitable environment; working with families; and, observation and assessment. There are also chapters which focus specifically on supporting the prime area of communication and language
Emerald Publishing Limited eBooks, May 26, 2020
Language development is rooted in using speech to communicate and share with others. Having somet... more Language development is rooted in using speech to communicate and share with others. Having something important to say and someone to say it to are the touchstones of progress in speaking. Many young children arrive in the classroom overwhelmed and tongue-tied, unable either to express themselves or to initiate conversations with their teachers and peers. Other children may have articulation and communication difficulties which will already have been referred to a speech therapist or other outside agency (see LANGUAGE (Main Unit), HEARING IMPAIRED and SPEECH).
Cambridge University Press eBooks, Apr 14, 1994
In a previous article (Raban, 2014), it was reported that developmental scientists argue that “kn... more In a previous article (Raban, 2014), it was reported that developmental scientists argue that “knowledge from brain research does not lead to any specific or particular outcomes for education at this time” (p. 46). As Bruer (1997) points out, neuroscience is still in its infancy and while the bridge between education and cognitive psychology has a long tradition, the bridge between education and neuroscience is a more recent endeavor and less well developed. This discussion reviews current understandings of interesting implications of neuroscience for teachers of literacy and links these understandings to instructional suggestions offered by Marie Clay in the 2016 second edition of Literacy Lessons Designed for Individuals.