文章基本信息

标题：Editorial.
作者：Rennie, Jennifer
期刊名称：Australian Journal of Language and Literacy
印刷版ISSN：1038-1562
出版年度：2015
期号：June
语种：English
出版社：Australian Literacy Educators' Association
摘要：
Welcome to the June edition of AJLL. The issue comprises a variety of articles that report on national and international literacy research. The first two articles report on research related to the learning and teaching of spelling. In the first article, 'Linguistically informed teaching of Spelling: Toward a Relational Approach', Michele Hinton Herrington and Mary Macken-Horarik suggest that spelling is more often tested than taught, and report on a study which adopted a 'relational approach' to the teaching of spelling. Pre and post-testing of children revealed that there was not only significant improvement in children's spelling but also in their approximations and the ways in which they talked about their spelling. In the second article, 'The development of a spelling assessment tool informed by Triple Word Form Theory', Tessa Daffern, Noella Maree Mackenzie and Brian Hemmings challenge the traditional staged view of spelling development and support evidence for more non-linear models of spelling development. They report on research which presents the Components of Spelling Test (CoST) as a new approach to spelling assessment, which they argue validly and reliably identifies individual differences in specific phonological, orthographic and morphological skills associated with spelling. In the third article, 'Social network sites with learning purposes: Exploring new spaces for literacy and learning in the primary classroom', Patricia Thibaut reports on a study which explored the use of Edmodo in primary classrooms. The study highlighted the benefits of combining both physical and online spaces and tools for learning. The fourth article, 'The collaborative role of EAL teachers in Australian schools from the perspective of EAL teacher education', by Marianne Turner reports on interviews with four EAL pre-service teachers who voluntarily took part in a collaborative activity with pre-service content area teachers. Findings revealed both a lack of confidence and a perception that EAL and content area teacher collaboration only involved scaffolding language to help students to learn content, and did not involve using content to help students to learn language. The fifth article, '"It's the nature of the subject': Secondary teachers' disciplinary beliefs and decisions about teaching academic language in their content classes', Margaret Gleeson pursues the topic of EAL learners in the secondary setting. She reports on a study which investigated what high school teachers considered to be good teaching practice that was likely to enhance the learning of EALs in their senior subject classes. In the final article, 'Current and Historical Perspectives on Australian Teenagers' Reading Practices and Preferences', Jackie Manuel and Don Carter report on a study that investigated the reading habits of more than 2000 young people aged 12-16 years. We hope that you enjoy reading these articles and look forward to receiving contributions from teachers and researchers.

Editorial.

Rennie, Jennifer

Welcome to the June edition of AJLL. The issue comprises a variety of articles that report on national and international literacy research. The first two articles report on research related to the learning and teaching of spelling. In the first article, 'Linguistically informed teaching of Spelling: Toward a Relational Approach', Michele Hinton Herrington and Mary Macken-Horarik suggest that spelling is more often tested than taught, and report on a study which adopted a 'relational approach' to the teaching of spelling. Pre and post-testing of children revealed that there was not only significant improvement in children's spelling but also in their approximations and the ways in which they talked about their spelling. In the second article, 'The development of a spelling assessment tool informed by Triple Word Form Theory', Tessa Daffern, Noella Maree Mackenzie and Brian Hemmings challenge the traditional staged view of spelling development and support evidence for more non-linear models of spelling development. They report on research which presents the Components of Spelling Test (CoST) as a new approach to spelling assessment, which they argue validly and reliably identifies individual differences in specific phonological, orthographic and morphological skills associated with spelling. In the third article, 'Social network sites with learning purposes: Exploring new spaces for literacy and learning in the primary classroom', Patricia Thibaut reports on a study which explored the use of Edmodo in primary classrooms. The study highlighted the benefits of combining both physical and online spaces and tools for learning. The fourth article, 'The collaborative role of EAL teachers in Australian schools from the perspective of EAL teacher education', by Marianne Turner reports on interviews with four EAL pre-service teachers who voluntarily took part in a collaborative activity with pre-service content area teachers. Findings revealed both a lack of confidence and a perception that EAL and content area teacher collaboration only involved scaffolding language to help students to learn content, and did not involve using content to help students to learn language. The fifth article, '"It's the nature of the subject': Secondary teachers' disciplinary beliefs and decisions about teaching academic language in their content classes', Margaret Gleeson pursues the topic of EAL learners in the secondary setting. She reports on a study which investigated what high school teachers considered to be good teaching practice that was likely to enhance the learning of EALs in their senior subject classes. In the final article, 'Current and Historical Perspectives on Australian Teenagers' Reading Practices and Preferences', Jackie Manuel and Don Carter report on a study that investigated the reading habits of more than 2000 young people aged 12-16 years. We hope that you enjoy reading these articles and look forward to receiving contributions from teachers and researchers.