Wednesday, 19 Oct 2005
A new review of research into the teaching of literacy and numeracy skills to students with learning difficulties asserts that there is no one single instructional method that deserves sole claim to being 'best practice.' Instead, the common wisdom of research points to the need for balanced approaches to accommodate the diverse needs of students.
The latest Australian Education Review, Balancing approaches: Revisiting the educational psychology research on teaching students with learning difficulties, released today, examines what contemporary research, largely meta-analyses from the field of educational psychology, says about the often controversial and much debated field of how best to teach basic literacy and numeracy skills to students with learning difficulties. It identifies current limitations in Australian research and calls for some changes in teacher training.