Dr David Rose, R2L Director
As well as directing Reading to Learn, David is an Honorary Associate of the University of Sydney (http://sydney.edu.au/arts/linguistics/staff/drose.shtml).
He has worked in literacy education for three decades, in schools, universities
and communities. His work has been particularly concerned with Indigenous
communities in Australia, and with education for social justice. He lives in
Sydney, but spends most of his time working with teachers around Australia and
across the world.
He has worked in literacy education for three decades, in schools, universities
and communities. His work has been particularly concerned with Indigenous
communities in Australia, and with education for social justice. He lives in
Sydney, but spends most of his time working with teachers around Australia and
across the world.
Mike Hart, Reading to Learn South Africa
Mike worked for many years as a literacy teacher and teacher educator with the
University of Kwa-Zulu Natal, and also played a significant role in the
struggle for social justice in South Africa. He met with David in 2006 and
organised a trip to South Africa the following year, sparking interest in the
methodology. He now coordinates a growing R2L teacher training program in the
province of Kwa-Zulu Natal, with the support of the Department of Education.
University of Kwa-Zulu Natal, and also played a significant role in the
struggle for social justice in South Africa. He met with David in 2006 and
organised a trip to South Africa the following year, sparking interest in the
methodology. He now coordinates a growing R2L teacher training program in the
province of Kwa-Zulu Natal, with the support of the Department of Education.
Reading to Learn, South Africa team
2016 Reading to Learn South Africa training team
From left: Deb Avery, Bongi Ntombela, Mike Hart, Nana Mthalane, Sthe Qoma and GT Nkabane
Other team members include Vanessa Ngcobo and Jillian Nel
From left: Deb Avery, Bongi Ntombela, Mike Hart, Nana Mthalane, Sthe Qoma and GT Nkabane
Other team members include Vanessa Ngcobo and Jillian Nel
Clare Acevedo,
Clare Acevedo, keynote speaker at RtL Africa Conference 2015
Claire Acevedo is an Australian educator now based in the United Kingdom where she is in receipt of a full-time funded PhD scholarship from the The Centre for Research in Education and Educational Technology (CREET) at the Open University.
She has collaborated with Dr David Rose, University of Sydney, over more than a decade on the latest research into Genre based reading and she specialises in delivering the Reading to Learn literacy acceleration program to teachers and teacher educators. She is the co-founder and deputy chair of Reading for Life (http://reading4life.org) a non-profit association that promotes social justice in society and equity in education all over the world.
Claire Acevedo is an Australian educator now based in the United Kingdom where she is in receipt of a full-time funded PhD scholarship from the The Centre for Research in Education and Educational Technology (CREET) at the Open University.
She has collaborated with Dr David Rose, University of Sydney, over more than a decade on the latest research into Genre based reading and she specialises in delivering the Reading to Learn literacy acceleration program to teachers and teacher educators. She is the co-founder and deputy chair of Reading for Life (http://reading4life.org) a non-profit association that promotes social justice in society and equity in education all over the world.
What teachers who have used the method have to say
A teacher who has used the methodology with Remedial students in a private remedial school notes:
“ Students who are very weak at speaking, comprehending and reading English are in an environment where they are never exposed or threatened by the lesson material. As a result they relax and begin to trust the educator and the method.” – TUTOR – Sue Hatcher
A teacher who has used the methodology in a High School class notes:
“My experience of using it in the classroom is that its highly structured, theoretically and pedagogically strong underpinning, provides a rational, progressive and comforting framework that, when re-contextualised in the classroom, provides learners with a sense of encountering something empowering and confidence boosting.
I have seen dramatic improvements in learners’ writing. Importantly, learners seem able to remember, for relatively long periods of time (five months) a particular genre taught in the R2L way. Adrienne Watson - HS
A teacher at a primary school in Pietermaritzburg observed
“Learners are speaking more confidently in English and …have learnt to respect each others’ opinions and contributions (to lessons.) (Content knowledge which was learnt using the R2L methodology) have been firmly imprinted in their heads.”
Janella Coyne
Foundation Phase teachers using the methodology have commented
“Good readers become excellent readers. Non readers become readers. By introducing the stories (in detail) second language learners understand what they are reading and gain new vocabulary.” Isabel (Bonny) Todd
“What I have noticed is that all learners participate …Weak learners gain support from faster learners as they work in pairs. Learners gain confidence as they are supported throughout the process.” Nana Mthalane
“I have observed a great improvement in terms of story writing, correct sentence structure and punctuation.” Zanele
Dlamini
“ Students who are very weak at speaking, comprehending and reading English are in an environment where they are never exposed or threatened by the lesson material. As a result they relax and begin to trust the educator and the method.” – TUTOR – Sue Hatcher
A teacher who has used the methodology in a High School class notes:
“My experience of using it in the classroom is that its highly structured, theoretically and pedagogically strong underpinning, provides a rational, progressive and comforting framework that, when re-contextualised in the classroom, provides learners with a sense of encountering something empowering and confidence boosting.
I have seen dramatic improvements in learners’ writing. Importantly, learners seem able to remember, for relatively long periods of time (five months) a particular genre taught in the R2L way. Adrienne Watson - HS
A teacher at a primary school in Pietermaritzburg observed
“Learners are speaking more confidently in English and …have learnt to respect each others’ opinions and contributions (to lessons.) (Content knowledge which was learnt using the R2L methodology) have been firmly imprinted in their heads.”
Janella Coyne
Foundation Phase teachers using the methodology have commented
“Good readers become excellent readers. Non readers become readers. By introducing the stories (in detail) second language learners understand what they are reading and gain new vocabulary.” Isabel (Bonny) Todd
“What I have noticed is that all learners participate …Weak learners gain support from faster learners as they work in pairs. Learners gain confidence as they are supported throughout the process.” Nana Mthalane
“I have observed a great improvement in terms of story writing, correct sentence structure and punctuation.” Zanele
Dlamini
