000			01661cab a2200169 a 4500
003			BCACCS
005			20161106102013.0
008			100223s2016 000 0 eng d
040			_aBCACCS
100	1		_aScull, Janet _93520
245	1	0	_aEffective literacy teaching for Indigenous students _h[citation] : _cJanet Scull _bprinciples from evidence-based practices /
260			_c2016
520	3		_aSuccess in literacy is critical to effective learning outcomes for all children, however for many Indigenous students who move variously between their Indigenous languages, Aboriginal English, and Standard forms of English the teaching of language and literacy has heightened significance and requires distinct, concentrated attention. This paper will consider principles for practice that have been derived from the adaptation of teaching programs implemented to effectively support Indigenous students' (English) literacy learning. The three programs discussed: the Abecedarian Approach Australia (3a) for preschool children, the Literacy Acquisition for Pre-primary Students pilot program and Reading Recovery, a literacy intervention for students after one year of school. From the evidence presented, successful literacy outcomes for students can been related to engaging with and connecting to Indigenous communities and families, teachers' professional skills and knowledge, the provision of responsive teaching interventions and investment in well-researched proven programs.
650		0	_aLiteracy _xStudy and teaching _zAustralia _9300
773	0		_gVol. 39, No. 1 (Feb 2016), p. 54-63 _tThe Australian Journal of Language and Literacy
942			_2z _cARTICLE
999			_c1688 _d1688