Please find below a number of reports on Reading to Learn from around the globe. If you would like to know more about any of the documents below please contact us here.
Sweden Project Outputs, Teacher Learning for European Literacy Education. Acevedo, C. & Lövstedt, A-C. 2014
Stockholm Education Administration, The Hague: European Union
Spain Project Outputs, Teacher Learning for European Literacy Education. Whittaker, R. 2014
Madrid: Universidad Autónoma de Madrid, The Hague: European Union
Portugal Project Outputs, Teacher Learning for European Literacy Education. Gouveia, C. 2014
Lisbon: Instituto de Linguística Teórica e Computacional (ILTEC), The Hague: European Union
A program for training teachers in Reading to Learn. Teacher Learning for European Literacy Education Tel4ELE. Rose, D. 2014
The Hague: European Union
Intervening in contexts of schooling. Rose, D. & J. R. Martin 2013.
Reports on outcomes of a large scale Reading to Learn program in NSW.
In J Flowerdew [ed] Discourse In Context: Contemporary Applied Linguistics Volume3. London: Continuum, 447‐475
Implementation and outcomes of the professional learning program, Report for Western NSW Region NSW Department of Education and Training 2010. Rose, D. 2011
Sydney: Reading to Learn
Scaffolding Academic Literacy with Undergraduate Social Science Students at the University of KwaZulu-Natal using the Reading to Learn Intervention Strategy: an Evaluative Study. Millin, T (2011).
MSc Dissertation, The University of Edinburgh Moray House School of Education
Education Research. African Population and Health Research Center 2011Download
Reading revolution. Dell, S 2011.
Mail & Guardian Online
A Report on School-based Action Research. Will the implementation of Reading to Learn in Stockholm schools accelerate literacy learning for disadvantaged students and close the achievement gap? Acevedo, C. 2010
Multilingual Research Institute, Stockholm Education Administration
Reading to Learn in Murdi Paaki: changing outcomes for Indigenous students. Koop, C. and Rose, D. (2008)
Literacy Learning: the Middle Years 16:1. 41-6
Investigating the impact of intensive reading pedagogy in adult literacy. An Adult Literacy National Project Report. de Silva, H., S. Hood & D. Rose. 2007
Learning to Read: Reading to Learn, A Middle Years Literacy Intervention Research Project, Final Report 2003-4. Culican, S. 2006
Catholic Education Office: Melbourne
Scaffolding the English curriculum for Indigenous secondary students: Final Report for NSW 7-10 English Syllabus, Aboriginal Support Pilot Project. Rose, D. 2006
Sydney: Office of the Board of Studies NSW
Evaluation of the Years 7-10 English Aboriginal Support Pilot Project, Final Report. Carbines, R., Wyatt, T. & Robb, L. 2005
Sydney: Office of the NSW Board of Studies
Submission to the National Inquiry into the Teaching of Literacy. Rose, D. 2005
Canberra. Department of Education, Science and Training
What has Worked, and Will Again: the IESIP Strategic Results Projects. McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T. Price, K., Rowland, M., Warhurst, J., Woods, D. and Zbar, V. 2000
Canberra: Australian Curriculum Studies Association, 24-26
Scientific Literacy (Write it Right Literacy in Industry Research Project – Stage 1). Rose, D., D. McInnes & H. Korner. 1992.
Sydney: Metropolitan East Disadvantaged Schools Program. 308 pp. [reprinted Sydney: NSW AMES 2007]
Genre Relations: Mapping Culture
This book provides an introduction to genre analysis from the perspective of the ‘Sydney School’ of functional linguistics.
Chapter 1 introduces our general orientation to genre from the perspective of system and structure, and places genre within our general model of language and social context. Chapters 2-5 deal with five major families of genres (stories, histories, reports, explanations and procedures), introducing a range of descriptive tools and theoretical developments along the way. Finally in Chapter 6 we deal with a range of issues arising for genre analysis in a model of this kind.
The book has been written for a readership of functional linguists, discourse analysts and educational linguists, including their post-graduate and advanced undergraduate students.