Connections to Curriculum
The Melbourne Declaration on Educational Goals for Young Australians regards literacy (amongst others) as critical, for students to become successful learners (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
Guided by the Declaration, the Australian Curriculum states the comprehension of texts as one of two important features in the literacy continuum (Australian Curriculum Assessment and Reporting Authority [ACARA], n.d.). As students progress into the middle and upper years of primary school (and indeed beyond), there is a shift from “learning to read to reading to learn” and they are expected to become more “sophisticated…and flexible” in their use of comprehension strategies (Duke & Pearson, 2002 as cited in Center on Instruction, 2007, p.9).
The Curriculum emphasises the importance of developing student’s ability to understand and use language so they may engage and participate in school, the community and in society (ACARA, n.d.). Similarly, Konza (2011) states that a reader’s capacity to engage with text creates greater understanding of content, builds students’ repertoire of vocabulary and promotes their intellectual development, all of which can improve prospects of academic success, vocational opportunities and life achievements in general.
Guided by the Declaration, the Australian Curriculum states the comprehension of texts as one of two important features in the literacy continuum (Australian Curriculum Assessment and Reporting Authority [ACARA], n.d.). As students progress into the middle and upper years of primary school (and indeed beyond), there is a shift from “learning to read to reading to learn” and they are expected to become more “sophisticated…and flexible” in their use of comprehension strategies (Duke & Pearson, 2002 as cited in Center on Instruction, 2007, p.9).
The Curriculum emphasises the importance of developing student’s ability to understand and use language so they may engage and participate in school, the community and in society (ACARA, n.d.). Similarly, Konza (2011) states that a reader’s capacity to engage with text creates greater understanding of content, builds students’ repertoire of vocabulary and promotes their intellectual development, all of which can improve prospects of academic success, vocational opportunities and life achievements in general.