Hostname: page-component-8448b6f56d-tj2md Total loading time: 0 Render date: 2024-04-20T04:22:10.268Z Has data issue: false hasContentIssue false
  • English
  • Français

#Learning to Read the Aboriginal Way

Published online by Cambridge University Press:  22 July 2015

G. Davidson
G. Davidson*
Affiliation:
Cross-Cultural Psychology, Dept. of Humanities & Social Sciences, Darwin Community College, Winnellie. N.T. formerly Centre for Behavioural Studies in Education, Uni.of New England, Armidale, NSW
Get access

Extract

This article briefly describes recent approaches to Aboriginal reading education, and assesses their possible usefulness on the basis of the extent to which they are consistent with present-day cognitive and cross-cultural psychological views on reading. Competence approaches are seen as having least likelihood of success, while other approaches based on indigenous learning styles, explicit metacomprehension skills, and functional literacy provide a suitable base for Aboriginal learning.

Type
Across Australia …… From Teacher to Teacher
Information
The Australian Journal of Indigenous Education , Volume 11 , Issue 3 , July 1983 , pp. 40 - 57
Copyright
Copyright © Cambridge University Press 1983

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Anderson, R.C.: Schema-directed processes in language comprehension. In Lesgold, A.M., Pelligrino, J.W., Fokkema, S.D., and Glaser, R. (Eds): Cognitive Psychology and Instruction. New York,: Plenum Press, 1978.Google Scholar
Au, K.H.: Comprehension-oriented reading lessons. Educational Perspectives (U. of Hawaii at Manoa), 1981, 20(1), 13–15.Google Scholar
Au, K.H. and Mason, J.M.: Social organisational factors in learning to read: The balance of rights hypothesis. Reading Research Quarterly, 1981, 17, 115–152.Google Scholar
Brown, A.L.: Knowing when, where, and how to remember: a problem of metacognition. In Glaser, R. (Ed.): Advances in Instructional Psychology. New York: Halstead Press, 1978.Google Scholar
Brown, A.L.: Metacognitive development and reading. In Spiro, R.J., Bruce, B.C., and Brewer, W.F., Theoretical Issues in Reading Comprehension. New Jersey; Lawrence Erlbaum, 1980.Google Scholar
Brown, A.L., Campione, J.C. and Barclay, C.R.: Training self-checking routines for estimating test readiness: Generalisation from list learning to prose recall. Child Development, 1979, 50, 501–512.CrossRefGoogle Scholar
Chomsky, C.: After decoding: what? Language Arts, 1976, 53, 288–296.Google Scholar
Christie, M.J.: Fluent reading in ten easy lessons. The Aboriginal Child at School, 1982, 10(5, 12–19, a.Google Scholar
Christie, M.J.: Teaching purposeful reading to Aboriginal children. The Aboriginal Child at School, 1982, 10(2), 11–26, b.CrossRefGoogle Scholar
Ciborowski, T.: The role of context, skill, and transfer in cross-cultural experimentation. In Triandis, H. and Berry, J. (Eds): Handbook of Cross-cultural Psychology. Vol.2, Boston: Allyn and Bacon, 1980.Google Scholar
Clay, M.M.: What Did I Write? Auckland: Heinemann Ecucation, 1975.Google Scholar
Davidson, G.R.: Teaching and learning in an Aboriginal community. Developing Education, 1977, 4(4), 2–8.Google Scholar
Davidson, G.R.: An ethnographic psychology of Aboriginal cognitive ability. Oceania, 1979, 49, 270–294.CrossRefGoogle Scholar
Davidson, G.R.: Psychology and Aborigines: The place of research. Australian Psychologist, 1980, 15, 111–121.Google Scholar
Davidson, G.R.: Classroom applications of indigenous culture: A cross-cultural viewpoint. Fiji Education and Education Gazette, 1981, 3(3), 42–45.Google Scholar
Davidson, G.R., and Klich, L.Z.: Ethnography, cognitive processes and instructional procedures. In Kirby, J.R. (Ed.): Cognitive Strategies and Educational Performance. New York: Academic Press, in press.Google Scholar
Elley, W.: An evaluation of the Book Flood programme in Fiji. University of the South Pacific, Fiji, 1981.Google Scholar
Fesl, E.D.: Bala Bala: Some Literacy and Educational Perceptions of Three Aboriginal Communities. Canberra: AGPS, 1982.Google Scholar
Gallimore, R., Boggs, J.W. and Jordan, C.: Culture, Behaviour and Education: A Study of Hawaiian Americans. Beverly Hills: Sage, 1974.Google Scholar
Gumperz, J.J., and Hernandez-Chavez, E.: Bilingualism, bidialectalism and classroom interactions. In Cazden, C.B., John, V.P., and Hymes, D.: Functions of Language in the Classroom. New York: Teachers College Press, 1972.Google Scholar
Halliday, J.A.: Learning how to mean. In Leneberg, E. (Ed.): Foundations of Language Development, Volume 1. New York: Academic Press, 1975.Google Scholar
Harris, S.: Culture and Learning: Tradition and Education in Northeast Arnhem Land. Darwin: Northern Territory Dept. of Ed., 1980.Google Scholar
Harris, S.: Aboriginal learning styles and the teaching of reading. In Sherwood, J. (Ed.): Aboriginal Education: Issues and Innovations. Perth: Creative Research, 1982, a.Google Scholar
Harris, S.: Traditional Aboriginal education strategies and their possible place in a modern, bicultural school. In Sherwood, J. (Ed.): Aboriginal Education: Issues and Innovations. Perth: Creative Research, 1982, b.Google Scholar
Hart, N.W.M.: A task analysis approach to language programming. In Kearney, G.E., de Lacey, P.R., and Davidson, G.R. (Eds): The Psychology of Aboriginal Australians. Sydney: Wiley, 1973.Google Scholar
Holdaway, D.: The Foundations of Literacy. Sydney: Ashton Scholastic, 1976.Google Scholar
Hung, D.L., and Tzeng, O.J.L.: Orthographic variations and visual information processing. Psychological Bulletin, 1981, 80, 377–414.CrossRefGoogle Scholar
Kearins, J.: Skills of desert Aboriginal children. In Kearney, G.E. and McElwain, D.W. (Eds): Aboriginal Cognition: Retrospect and Prospect. New Jersey: Humanities Press, 1976.Google Scholar
Kearins, J.: Early literacy and visual learning. Unpublished paper, Department of Psychology, University of W.A., 1977.Google Scholar
Kearins, J.: Visual spatial memory in Australian Aboriginal children of desert regions. Cognitive Psychology, 1981, 13, 434–460.Google Scholar
Klich, L.Z., and Davidson, G.R: A cultural difference in visual memory: on le voit, on ne le voit plus. International Journal of Psychology, 1983, in press.Google Scholar
Klich, L.Z., and Davidson, G.R.: Australian Aboriginal competence in cognitive functions. In Kirby, J.R. (Ed.): Cognitive Strategies and Educational Performance. New York: Academic Press, in press,Google Scholar
Knapp, P., and Seagrim, G.N.: Visual memory in Australian Aboriginal children and children of European descent. International Journal of Psychology, 1981, 16, 213–231.Google Scholar
Lewis, N.: Otitis media and linguistic incompetence. Archives of Otolaryngology, 1976, 102, 387–390.CrossRefGoogle ScholarPubMed
McDermott, R.P., and Aron, J.: Pirandello in the classroom: On the possibility of equal educational opportunity in American culture. In Reynolds, M.C. (Ed.): Futures of Exceptional Students: Emerging Structures. Reston: Council for Exceptional Children, 1978.Google Scholar
Pearson, P.D., and Johnson, D.D.: Teaching Reading Comprehension. New York: Holt, Hinehart and Winston, 1978.Google Scholar
Ramirez, M.(III) and Castaneda, : A Cultural Democracy, Bicognitive development, and Education. New York: Academic Press, 1974.Google Scholar
Reading Development Unit: Producing Readers. North West Education Region Country Areas Programme, Coonamble, NSW, 1982.Google Scholar
Reynolds, R.E., Taylor, M.A.Steffensen, M.S.Shirey, L.L., and Anderson, R.C.: Cultural schemata and reading comprehension. Reading Research Quarterly, 1982, 17, 353–366.CrossRefGoogle Scholar
Rosin, P., Poritsky, S., and Sotsky, R.: American children with reading problems can easily learn to read English represented by Chinese characters. Science, 1971, 171, 1264–1267.Google Scholar
Scribner, S., and Cole, M.: Cognitive consequences of formal and informal education. Science, 1973, 182, 553–559.Google Scholar
Scribner, W., and Cole, M.: Unpackaging literacy. Social Science Information, 1978, 17, 19–40.Google Scholar
Seagrim, G.N. and Lendon, R.J.: Furnishing the Mind. New York: Academic Press, 1980Google Scholar
Steffensen, M.S., Jogdeo, C., and Anderson, R.C.: A Cross-cultural Perspective on Reading Comprehension of Aboriginal and Western Descriptions of Illness and Treatment. Report to the Australian Institute of Aboriginal Studies, 1980.Google Scholar
Steffensen, M.S.Jogdeo, C., and Anderson, R.C.: A Cross-cultural Perspective on Reading Comprehension. Centre for the Study of Reading, University of Illinois at Urbana-Campaign, Technical Report No. 97, 1978.Google Scholar
Teasdale, R., and Whitelaw, A.J.: The Early Education of Aboriginal Australians: A Review of Six Action Research Projects. Hawthorn, Vic: Australian Council for Educational Research.Google Scholar
Tharp, R.: The direct instruction of comprehension. Educational Perspectives: University of Hawaii at Manoa, 1981, 20(1), 5–7.Google Scholar
Tharp, R.G.: The effective instruction of comprehension: Results and description of the Kamehameha Early Education Program. Reading Research Quarterly, 1982, 17, 503–527.Google Scholar
Walker, R.F.The Great Divide: an Outsider in the Classroom. Mt Gravatt College of Advanced Education, Brisbane. Undated.Google Scholar
Walker, R.F.: A Systematic-functional Analysis of the English Spoken by Aboriginal Entrants to Traeger Park School, Alice Springs. Mt Gravatt College of Advanced Education, Brisbane, December 1981.Google Scholar
Wallace, P.: Tracking Ability – Aboriginal Women and Children. Report to the Australian Institute of Aboriginal Studies, 1968.Google Scholar