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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 A longitudinal analysis of the alignment between children’s early word-level reading trajectories, teachers’ reported concerns and supports provided [<Journal>] Graham, Linda J. [Verfasser]; White, Sonia L. J. [Verfasser]; Tancredi, Haley A. [Verfasser]. DNB Subject Category Language Show details 2 Pre-packaging preschool literacy : what drives early childhood teachers to use commercially produced phonics programs in prior to school settings Campbell, Stacey; Torr, Jane; Cologon, Kathy. - : Symposium Journals, 2014 Abstract: Language-rich environments are key to overall quality in early childhood settings, including frequent child-staff interactions around picture books and dramatic play. In a language-rich environment, explicit teaching of literacy concepts, such as phonics, is embedded in authentic and meaningful situations where alphabet letters and sounds are taught in a context meaningful to the child. Recent research, however, suggests that the use of commercial pre-packaged phonics programs (such as Letterland and Jolly Phonics) is widespread in prior to school settings in Sydney, Australia. Little is known about why early childhood teachers choose to use such programs with children aged five and under. In the present study, thematic analysis of data from interviews with five early childhood teachers using commercial phonics programs found that their reasons were pragmatic rather than pedagogical. Motivations included the idea that the programs reduced their workload, provided tangible evidence to parents of their child's 'school readiness', and served as a marketing tool to attract parents. Further analysis found that the teachers were unable to articulate what phonics and phonological awareness are and how they are learnt in early childhood. ; 14 page(s) URL: http://hdl.handle.net/1959.14/307212 BASE Hide details 3 Inclusive literacy learning Cologon, Kathy. - : South Melbourne : Oxford University Press, 2014 BASE Show details 4 Inclusive education in the early years : right from the start Cologon, Kathy. - : South Melbourne : Oxford University Press, 2014 BASE Show details 5 Pre-packaging preschool literacy what drives early childhood teachers to use commercially produced phonics programs in prior to school settings Campbell, Stacey; Torr, Jane; Cologon, Kathy. - : Symposium Journals, 2014 BASE Show details 6 Debunking Myths: Reading Development in Children with Down Syndrome Cologon, Kathy In: Australian Journal of Teacher Education (2013) BASE Show details 7 Debunking myths : reading development in children with Down syndrome Cologon, Kathy. - : Edith Cowan University, 2013 BASE Show details 8 Effects of targeted reading instruction on phonological awareness and phonic decoding in children with Down Syndrome Cologon, Kathy; Cupples, Linda; Wyver, Shirley. - : American Association on Intellectual and Developmental Disabilities, 2011 BASE Show details

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