Issue 18, December 2024
This edition of Nomanis shifts the focus to writing – both handwriting and composition. Anabela Malpique, Deborah Pino Pasternak and Susan Ledger outline their research on handwriting vs typing and how it influences the texts they produce; Alison Clarke wades into the quagmire that is Australian school handwriting fonts; and Shawn Datchuk highlights the importance of handwriting instruction for both reading and writing outcomes.
As we reach a point of greater acceptance of the Science of Reading, Margaret Goldberg provides her reflections on the current situation in the US, while Greg Ashman shares his thoughts on how bad ideas still survive – and in fact thrive – in education.
Elsewhere in this edition, Nicola Bell delves into the research on why leisure reading isn’t just a nice thing to do, but how it improves children’s reading proficiency, and Chloe Allen and Iain Rothwell share how a structured literacy approach is meeting the needs of students in majority Aboriginal and Torres Strait Islander schools.
You can view a digital edition of Nomanis here, download a PDF of the full edition here, or read the individual articles below:
Editorial – The sound of MUSEC: Kevin Wheldall and Robyn Wheldall
What does brain science have to say about teaching reading? Does it matter?: Tim Shanahan
What's in a name?: Greg Ashman
Hoping for the best is not a viable strategy: Margaret Goldberg
The benefits of leisure reading: Nicola Bell
Do our literacy heroes fail us, or do we fail ourselves?: Harriett Janetos
Handwriting – Beneficial to reading and often misunderstood: Shawn Datchuk
NAPLAN results again show 1 in 3 students don't meet minimum standards: Jessica Holloway
Learning to handwrite fluently gives your child a big advantage: David Kinnane
Australian school handwriting: Alison Clarke