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|Title:||Moving with language: Using pictographed instructions to support independent learning and visual literacy skills||Contributor(s):||Pearce, Anne (author); Graham, Lorraine (author); Miller, Judith Anne (author) ; Paterson, David Leonard (author)||Publication Date:||2005||Handle Link:||https://hdl.handle.net/1959.11/4171||Abstract:||This paper will describe the version of the intervention program, Moving with Language, which was developed at a large rural primary school on the outskirts of Darwin, Northern Territory. Moving with Language is a multi-dimensional approach to providing learning support for students who have demonstrated a range of learning difficulties. Specifically, this program targets oral language and motor skill development within a strategy-training context. The focus of the program is on motor planning, self-directing student talk and pictographed instructions used to support independent learning and visual literacy skills.||Publication Type:||Conference Publication||Conference Name:||Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technologies, University of New England, Armidale, NSW, Australia, 24-27 November, 2004||Conference Details:||Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technologies, University of New England, Armidale, NSW, Australia, 24-27 November, 2004||Source of Publication:||Multiliteracies and English Teaching K-12 in the Age of Information and communication Technologies 2004, p. 1-18||Publisher:||ALEA: Australian Literacy Educators' Association and The University of New England||Place of Publication:||Armidale, NSW, Australia||Field of Research (FOR):||130312 Special Education and Disability||Socio-Economic Outcome Codes:||930299 Teaching and Instruction not elsewhere classified||Peer Reviewed:||Yes||HERDC Category Description:||E1 Refereed Scholarly Conference Publication||Other Links:||http://trove.nla.gov.au/work/26536363?selectedversion=NBD42103321||Statistics to Oct 2018:||Visitors: 264
|Appears in Collections:||Conference Publication|
School of Education
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