culture, schools, Uncategorized

UM is the commonest word

Australia’s worst and commonest word is – UM.

Listen on radio – most women are much worse UMers than men, and it gives the impression that they have greater inadequacy.

Please give all speakers instructions to mind their UMs, ers, you-know, like, sort of. Let them look at transcripts and replays of what they have said in the past, full of shoddy speech, and see how they can improve. It only needs a little thought.  I improved two women’s public speaking by showing them my record on a clipboard of how often they said UM in their talks. They became eminent politicians – once they never said UM again.     And one had scored 81 UMs in one talk before that!

Teachers who have poor class control or lose attention should look to their UMs.  They should learn not to UM in teacher-training, as a matter of urgency. Most children’s inattention is due to their teachers’ poor clarity and diction – shouting is no use compared with clear speech.

To be effective at stopping the UM habit you have to focus on something else – something positive that you can do, as an alternative to UM’ing. That alternative is chunking. Chunking is talking in short chunks of words with breaks in between the chunks. When you chunk you get into a rhythm: burst of words/break/burst of words/break….Focus on that rhythm and your UM’s will go.

Well, UM, yes, I do say UM too.  And it has been a handicap

Standard
books, children, illiteracy., innovation, literacy, spelling

VY’s publications on Spelling – select list

Some publications relevant to Spelling and spelling reform 1971-2010

Valerie Yule.

A list is at http://home.vicnet.net.au/~ozideas/pubvykey.htm

 

Books

  1. (with Angela Ridsdale and Ian MacFadyen) The Magic Bag. Parts 1 and 2.Books accompanying the television literacy series. Sydney: Australian Broadcasting Commission. 9+ reprints.

.

  1. Orthography and Reading: Spelling and society. Thesis for doctorate degree, Faculty of Education, Monash University, Victoria, Australia,. With chapters on human engineering for writing systems, applying knowledge about other writing systems to improve the design of English spelling, the politics of English spelling, spelling and society, social reforms and revolutions and writing system reforms, child development and spelling in learning to read, use of spelling by skilled readers, theories of reading processes and teaching spelling, and problems of research on the design of English spelling, series of experiments in the design of English spelling, particularly surplus-cut reforms, how the methods of teaching reading could be improved by English spelling reform. (Printed copies available from DISSERTATION ABSTRACTS, UMI Dissertation Services, University Microfilms International, A Bell & Howell Information Company 300 N. Zeeb Road, Ann Arbor Michigan USA 48106.   800-521-0600 or 313/761-4700.   1416. Thesis date 1992
  2. The Book of Spells & Misspells. Lewes, UK: The Book Guild.
  3. Writing Systems and how they change: with particular reference to English spelling. ISBN 978-1-742842-07-03 (pbk)     560 pp  Indexed. Illustrated.

Brisbane, Q: Book Pal,  www.bookpal.com.au

 

Chapters in books

  1. Articles reprinted in Tune, N W. (ed.) Spelling reform: A comprehensive survey. California: Spelling Progress Bulletin. (The etymological argument, The implementation of spelling reform, Let us be practical about spelling reform, Spelling and Spelling reform, arguments pro and con, A transitional spelling reform.)
  2. The design of spelling to meet abilities and needs of adult readers. In P. H. Peters (ed.) Frontiers of Style. Dictionary Research Centre. Macquarie University 1995. The politics of spelling. In D. Myers (Ed.) Reinventing Literacy: the Multicultural Imperative. Brisbane.: Phaedrus Press. pp 135-142. distributor Central Queensland University Press. ISBN 0646256718 (on computer sites downloads as a word document)
  3. The politics of international English spelling. In The politics of Literacy in Australia and the Asian-Pacific Region. ed. David Myers & Nicholas Walker. Northern Territory University Press. pp 41-48. http://www.spellingsociety.org/journals/j30/communication.php

 

 

 

Articles

1971 Leaflets, spelling games, and Poket Gyd to Instant Speling

1972 Causes of illiteracy and recommendations for action. For a Melb literacy campaign.

  1. Illiteracy- and a problem we refuse to face. Three articles in The Melbourne Age. June 16, August 14 and 21. Over 250 responses came from the public ‘spelling as you would like to spell’ . Possibly the first public experiment in spelling reform.

1974 Spelling reform. Learning Exchange.

1974 The child who is failing. The Educational Magazine. 32.2.

1974 Dyslexia. Spelling reform. Two papers in The literate Australian. Council of Adult Education. July 23-25. (The first published suggestion to attribute problems of dyslexics to the task, not the learner’s defects.)

1974 Illustrations and test material. Torskript Spelling (Vic Paulsen, CA USA)

1974 Children’s reading and writing. Learning Exchange. June.

1974 Material on spelling and spelling reform for Council of Adult Education, Melbourne.

  1. “The Causes of Illiteracy & Recommendations for Action”. Spelling Progress Bulletin,Winter. XV, no. 4. 3- 10. (sp1975causes of illiteracy.PDF)
  2. “Spelling & Spelling Reform: Arguments Pro & Con.” Spelling Progress Bulletin 1976 spring edition Volume XIX, No.
  3. (Two articles about spelling) The Melbourne Age. March 1, March 15.

1977 Three Go-On Radio Shows. Access Radio 3ZZ 3CR. Reprinted in Harry Lindgren’s Australian journal Spelling Action. (other articles in Spelling Action are in general not listed.) The miggrant who spelt licky an angle. Onky upon a Timmy , A miggrant’s traggerdie .PDF

1977 SSS The evidence for Chomsky’s interpretation of English spelling. Spelling Progress Bulletin. xviii. 4.10-12.

1977 (with F. McBride) The need for spelling reform. Scotsman. August 21.

1977 SSS(Ed. with F. McBride.) Proceedings of the 2nd international conference on spelling, Northampton, U.K. Published by Spelling Progress Bulletin. vol 19.

http://www.spellingsociety.org/bulletins/b79/winter/proceedings.phppro

  1. “Is there evidence for Chomsky’s interpretation of English spelling?” Winter 1978 Volume XVIII, No. 4 (sp1978chomsky.htm and PDF
  2. Let us be practical about spelling reform. Spelling Progress Bulletin. 19.1.7-9
  3. A transitional spelling reform for adults and learners Spelling Progress Bulletin. xx 3.7-10. http://www.spellingsociety.org/bulletins/b80/fall/transitional.php

1980 Etymological arguments for spelling reform. part 1 .S.P.B. xx. 4.4 . (

  1. [Spelling Reform Anthology §7.1 pp109-111] Anthology Section 7. Ways of implementing Spelling Reform. “How to Implement Spelling Reform”

http://www.spellingsociety.org/bulletins/b80/fall/implement.php

  1. Fowler’s English Usage revisited. S. P. B. xxi 4.4-7. (This pioneer paper suggests grammatical language reforms for English.) Volume XXI, No. 4.
  2. Etymological arguments for spelling reform. part 2. S.P.B. xxi 3. 7-9.

1981 Two position papers on i.t.a. and on spelling reform. S.P.B.

  1. Review of Frith, 1981. Spelling Progress Bulletin. Spring
  2. Education and spelling.(Published with title ‘Many ways to look at vowel sounds’!) Times Educational Supplement Scotland. 18.9. p 18
  3. An international reform of English spelling and its advantages. Revista Canaria de Estudios Ingleses. Tenerife. 4.1982. 9-22.(The international angle for English spelling reform)
  4. Spelling as Technology. (rewritten by a hostile technical editor and published as ‘Shorter words mean faster reading’ – which is not true as a generalisation. vy) New Scientist. 9.12. pp. 656-7. The first published article for the general public on surplus-cut spelling and research in spelling design. But even the graphs were wrong. The editor refused to publish my letter of corrections. Today they do admit errors.

1982 (Ed.) Proceedings of the 3rd international conference on spelling. Edinburgh. Spelling Progress Bulletin. Serial publication. http://www.spellingsociety.org/bulletins/b82/spring/proceedings.php

http://www.spellingsociety.org/bulletins/b82/spring/papers.phpaim

http://www.spellingsociety.org/bulletins/b82/spring/papers.phpexh

  1. A transitional reform for English spelling. In Proceedings of the 3rd international conference on spelling. Edinburgh. Spelling Progress Bulletin.

http://www.spellingsociety.org/bulletins/b80/fall/transitional.php

1982 Summary of Prof. Vassiliev’s Russian monograph on his scheme for English spelling reform. Spelling Progress Bulletin.

  1. If you can’t change the children, change the problem. Australian Journal of Remedial Education. 13. 1 and 2. 75-80. (has been scanned in 9/2/07)
  2. SSS Conference 3: Development of Improvement in English Orthografy “A Research-Developed Reform for English Spelling” http://www.spellingsociety.org/bulletins/b82/winter/yule.php
  3. The information technology of reading. Reading. 16.3.162-8. http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467-9345.1982.tb00712.x (not complete Reading is now called Literacy.
  4. Whizz-bang-Sparkle Year. (IT Year) Primary Education. May-June 12-14.

1982 (or 3?) Simplified spelling would stimulate intelligence. Age.

1982 Boothroyd, Basil. With Captions for the Hard of Spelling. London Punch. A take-off of the travesty of my article in New Scientist, 1982.

  1. The Simplified Spelling Society Newsletter November 1983 part 3. “AN ACCOUNT OF EXPERIMENTS BEING UNDERTAKEN” http://www.spellingsociety.org/news/news/news4pt3.phpyul
  2. English as an international language, and its spelling. Language Monthly. 8. 24-25
  3. Learning English as a double language. Language Monthly. 13. 23-24
  4. Must reading and writing be so difficult to learn? The Age, 24.4.
  5. Research and development in spelling reform. Spelling Progress Quarterly, 1.2. 6-13 (file on comupture in sites/dowlnloads)
  6. A roman script as an alternative script for Indian languages. Paper for First roman Lipi Sammelan. Bombay. Dec

1985 Testing adults’ adaptation to reformed spelng. J S S S Society. Autumn. p 7

  1. Review of A. W. Ellis. Journal of the Simplified Spelling Society. 2. 28-29

http://www.spellingsociety.org/journals/j5/ellis.php

  1. abstract only of “literate adult’s reponse http://www.spellingsociety.org/journals/j1/anglica.phpyul
  2. Considerations for the alphabetisation of Mandarin Chinese. Xin Tang. No. 7. 40-47. University of Pennsylvania.
  3. The design of spelling to meet needs & abilities. Harvard Educational Review. 56.3. .278 – 297. (on computer in downloadspdf valerieyule) ) Fall 1986 Issue > http://www.hepg.org/her/abstract/489

http://www.hepg.org/her/abstract/489

  1. (with S. Greentree.) Readers’ adaptation to spelling change. Human Learning. 5.229-241. The first publication in a learned journal of an experiment in support of spelling reform. (Some earlier experiments were published by the SSS and SPB, including John Beech’s comparison of modified spellings. Beech’s original design was adapted for this experiment. However this has replicated less dramatically without reaching levels of significance.)
  2. English spelling and Pidgin; Examples of international English spelling. Journal of the Simplified Spelling Society. 3. 25-28. Reprinted in English Today http://www.spellingsociety.org/journals/j6/pidgin.php
  3. Roman script in India. Education Age. 15.6. p 4.
  4. Style in Australia. Review of Style Council 1986. J. Simplified Spelling Society.3.25-28.

http://www.spellingsociety.org/journals/j7/australia.php

  1. Orthography. In D. Unwin and R. McAleese (eds.) The encyclopaedia of educational media communications and technology 2nd edition. New York: Greenwood Press.
  2. Teach yourself to read by video. Australian Journal of Remedial Education 20.1. 20-25. The first publication in a learned journal on the potential of cartoon video for a literacy. overview.
  3. I was a dyslexic bookworm. Success story 1. Aust J Remedial Education . 20.2.3-5.

on computer in sites> downloads

  1. 1988. I was a dyslexic bookworm. Success story 2. Aust J Remedial Education. 3. 22-25.
  2. The importance of spelling for English culture. J Simplified Spelling Society. 2.2. 29-31. http://www.spellingsociety.org/journals/j8/importance.php
  3. Review of ‘Dictionary of Simplified American Spelling by E. Rondthaler and E. Lias, Journal of the Simplified Spelling Society. 2.3.32.

http://www.spellingsociety.org/journals/j9/american.phprevew

  1. Reasoning and learning to read. Education Extra p 2. The Melbourne Age. 15.6. p2.

1989 Children’s Dictionaries: Spelling and pronunciation. English Today. 17.1, 13-17.

  1. Two experimental versions of ‘cut spelling’. J Simplified Spelling Society. 3.2.30

http://www.spellingsociety.org/journals/j11/cs1cs2.php

  1. Style Council 1988 in Melbourne, Australia. J Simplified Spelling Society. 1.31

http://www.spellingsociety.org/journals/j10/revews.phpyul

1990 Fast forward to teach yourself to read. International Literacy Year. Melbourne Education Age, May 1.

  1. The design of spelling to meet abilities and needs of adult readers. In P. H. Peters (ed.) Frontiers of Style. Dictionary Research Centre. Macquarie University
  2. Indonenglish. English Today. 26.7. 42
  3. Learning to read without effort. Reading (U.K.) 26.2. 12-16
  4. Children’s abilities and ‘surplus-cut’ spelling reform. Journal of the Simplified Spelling Society. 6.2. 3-8. (based on thesis.)

http://www.spellingsociety.org/journals/j13/children.php

  1. Improving English spelling for readers: the necessity for research. Journal of the Simplified Spelling Society. 7.1.10-18.(based on thesis.) http://www.spellingsociety.org/journals/j14/improving.php
  2. July. Spelling for the new millennium. Paper at the International Reading Conference, Melbourne, The Australian Reading Association.
  3. Radio talk-back, John Faine’s talkback 3LO in connection with the conference paper.
  4. Experiments in public response to surplus-cut spellings in texts. J S S Society. 1. 7-16.

http://www.spellingsociety.org/journals/j16/surpluscut.php

  1. Spelling and Society: Orthography and Reading – summary of a research thesis. Journal of the Simplified Spelling Society 2. 7-16.

http://www.spellingsociety.org/journals/j17/society.php

1994.Problems that face research in design of English spelling.Visible Language.28:1. 26-47 (PDF on OzIdeas)

  1. Teach yourself to read at home by video – problems and promises. Journal of the Simplified Spelling Society 1. 11-18.

http://www.spellingsociety.org/journals/j18/video.php

  1. Finding, developing and testing materials on spelling reform. J S Spelling Society 2. 26. http://www.spellingsociety.org/journals/j19/german.phpfinding
  2. Spelling needs research and research needs replication. J S Spelling Society. 20: 1 13. http://www.spellingsociety.org/journals/j20/needs.php
  3. Take-Home Video for Adult Literacy. International Review of Education. UNESCO. 42 (1/3): 187-203.
  4. Teaching reading and spelling reform. J Simplified Spelling Society 21. 1. 10-12 http://www.spellingsociety.org/journals/j21/teaching.php
  5. International English spelling and the Internet. JS S S . 23. 1998/1. 8-13 http://www.spellingsociety.org/journals/j23/internet.php
  6. Personal View 10. 1999. http://www.spellingsociety.org/news/pvs/pv10yule.php
  7. Everyone an Independent Scholar. Review of the Independent Scholars Association of Australia. 1.2, 25-27.
  8. Writing systems of Japan, China and Korea. ABC Radio National on Lingua Franca. http://www.abc.net.au/rn/linguafranca/stories/2000/176384.htm
  9. Why English spelling has resisted reform since 1755. Australian Style. 9.1.4. (see Folder.vy)
  10. Letter calling for research. retitled ‘Eazi Spelings’ . New Scientist 13.10.2001, p56.

2001/1. How people spelled when they could spell as they liked. J S S S y. 29. 34-37. http://www.spellingsociety.org/journals/j29/howspelled.php

  1. Ockham’s Razor talk reprinted in Tirra Lirra, Autumn 2002.12.3.25-27.
  2. Interview on Dave Richards show ABC Northern Territory, following Ockham’s Razor.

2002 ‘It’s the spelling that’s stupid, not me’ Ockham’s Razor, ABC Radio National, 5 May

http://www.abc.net.au/radionational/programs/ockhamsrazor/its-the-spelling-thats-stupid—not-me/3505566

  1. English spelling for international communication. J30 2002/1 p28. http://www.spellingsociety.org/journals/j30/communication.php
  2. English spelling and comparative literacy. J30 2002/1 p26. http://www.spellingsociety.org/journals/j30/literacy.php

2004 Could English spelling be made regular without drastic change? J32 2003/1 pp15-19.2004 Sharing Knowledge with learners. Self-Help in learning to read

Ockham’s Razor, Radio National 29 February.

http://www.abc.net.au/radionational/programs/ockhamsrazor/sharing-knowledge-with-learners—self-help-in/3406522

 

http://www.spellingsociety.org/journals/j32/regular.php

  1. Barriers to access to print literacy. ‘The First Necessity: Access to learning in the 21st century.’ Proceedings of the 2004 Annual Conference of the Independent Scholars Association of Australia, 38-42 (sp2004acesslliteracyISAA.PDF)
  2. A Wave of Spelling. Australian Style, 12.2.5.
  3. Spelling improvement is possible: a response to Robert Dessaix. Re-titled, ‘Does English have to be so hard to spell?’ Lingua Franca, ABC Radio National, February.5 http://www.abc.net.au/rn/linguafranca/stories/2005/1298270.htm
  4. Paper presented to the Australian Style conference.16 October “Pronunciation Guides in Children’s Dictionaries” http://www.spellingsociety.org/news/media2/guides.php
  5. An international English Spelling Commission. Summary of paper. Spelcon 2005:International English for Global Literacy. Simplified Spelling Society Conference Report, University of Mannheim, July 2005. pp 46-47. http://home.vicnet.net.au/~ozideas/spintcom.htm

2007 Can literacy be made easier? The Psychologist. 20.4.212-214. http://www.thepsychologist.org.uk/archive/archive_home.cfm?volumeID=20&editionID=146&ArticleID=1169

2007 Lyubomir Ivanov (Sofia) & V. Yule (Australia) Roman phonetic alphabet for English. Contrastive Linguistics. 32. 2. 50-64

2008 The Simplified Spelling Society is a hundred years old this year. Broadcast as Spelling still not simple. Lingua Franca. ABC Radio National, 31 May. http://www.abc.net.au/rn/linguafranca/stories/2008/2257011.htmtranscript

2008 The economic costs of spelling 28 June   Lingua Franca http://www.abc.net.au/rn/linguafranca/stories/2008/2287733.htmtranscript

  1. An audit for educational disadvantage. 15 August http://www.onlineopinion.com.au/view.asp?article=7770&page

2008 http://www.onlineopinion.com.au/view.asp?article=7855

Language and literacy. 8 September for International Literacy Day

2011, ‘Recent developments which affect spelling. On the possibility of removing the unnecessary difficulties in English spelling, while leaving the basic appearance of English print intact.’  English Today, 107, vol 27, No 3. Sept 2011, pp 62-67

2011/12 Sacrifice for the poor (spelling) Coracle issue 4/50 winter 24-5

2012 Experiment in Education, Psychology and Lingustics to solve a social problem. ISAA Review, Vol ll, no 1 2012 , pp 16-19

2014 A literacy experiment to try (parallel texts) The Psychologist, 27.1.January

2014 The truble with spelling     http://www.onlineopinion.com.au/view.asp?article=17043

  • 2014 Review of Horobin’s Does Spelling Matter.in English Today , Volume 30 / Issue 04 / December 2014, pp 59-61

Video

20.7.1983. Preparing to read through play. Aberdeen University Television. VHS 83/042T. Formerly obtainable through Aberdeen University Library. Children in a nursery-school with everyday play activities and innovatory play materials that lead into learning how to read.

  1. Teach yourself to read or find out where you got stuck. The world’s first computer-animated cartoon take-home video for adults and children to watch at home, that gives an overview of what it helps to know to learn to read.   Plus script manual and picture manual. (Pilot version 1984 in UK)

2005- More professional version of ABC Go! Help Yourself to Read online at www.ozreadandspell.com.au, plus DVDs.

 

Innovatory materials and methods for learning to read

using the alphabetic principle

ABC picture-chart with playtray and multi-coloured plastic letters, with ways to play with them; Word jigsaws; Dubl-dekr reading books; Multi-level reading books; Turnabout reading books; Spelling Brain-games; Aladdin’s Wonderful Grammar; plus charts, teachers’ materials. See ozideas website literacy pages.

web-site http://www.valerieyule.com.au

Pages on Writing Systems- http://www.valerieyule.com.au /writsys.htm August 25 2000

Writing systems – alphabetic

Writing systems – Chinese

Writing systems – Introduction

Writing systems – Japanese

Writing systems – Korean

Writing systems – problems

Writing systems – recently invented

Writing systems – syllabic

Writing systems and societies

Writing systems non-reform -India

Writing systems of the world

Writing systems reform

Writing systems reform – Dutch

Writing systems reform – Greenland

Writing systems reform – Hispanic

Writing systems reform – Japan

Writing systems reform – Korea

Writing systems reform – Portugal

Writing systems reform – Russia

Writing systems reform – Turkish

Writing systems reform -China

Writing systems reform -Spanish

Writing systems reform- Indonesia/ Malaysia

 

http://www.valerieyule.com.au /writalfa.htm

http://www.valerieyule.com.au /writchin.htm

http://www.valerieyule.com.au /writintro.htm

http://www.valerieyule.com.au /writjap.htm

http://www.valerieyule.com.au /writkor.htm

http://www.valerieyule.com.au /wrintprob.htm

http://www.valerieyule.com.au writnew.htm

http://www.valerieyule.com.au /writsyll.htm

http://www.valerieyule.com.au /writsoc.htm

http://www.valerieyule.com.au /windref.htm

http://www.valerieyule.com.au /writsys.htm

http://www.valerieyule.com.au /wrintref.htm

http://www.valerieyule.com.au /wdutchref.htm

http://www.valerieyule.com.au /wgreenref.htm

http://www.valerieyule.com.au /whispanref.htm

http://www.valerieyule.com.au /windref.htm

http://www.valerieyule.com.au /wkorref.htm

http://www.valerieyule.com.au /wportref.htm

http://www.valerieyule.com.au /wrussref.htm

http://www.valerieyule.com.au /wturk.htm

http://www.valerieyule.com.au /wchinref.htm

http://www.valerieyule.com.au /wspanref.htm

http://www.valerieyule.com.au /wmalind.htm

 

Pages on Spelling on Web-Site http://www.valerieyule.com.au /spelling.htm

Spelling principles for reserch

16-Word Spelling Test

principles to improve spelling

Bibliografy for spelling reform

Criteria for spelling improvement

English Spelling – International use

English spelling reform

How people spelled when they could spell as they liked

Improving English spelling

Improving spelling for learners

International English Spelling Day

Spelling & Ockham’s razor

Spelling for international use, Pt 2

Spelling for international use, Pt 3

Spelling games

Spelling ideas – Goodwin

Spelling in the future

spelling reform to help readers

Spelling reform to help writers

Spelling vowel chart

Surplus letters & spelling reform

The spelling system in a half-page

Spelling – an index page

Spelling for international use, Pt 1

Improvements to English spelling

http://www.valerieyule.com.au /spprinc.htm

http://http://www.valerieyule.com.au /16sp.htm

http://www.valerieyule.com.au /sp7rul.htm

http://www.valerieyule.com.au /srefrens.htm

/sration.htm

http://www.valerieyule.com.au /sintrnt.htm

http://www.valerieyule.com.au /spelref.htm

http://www.valerieyule.com.au /spfree17c.htm

http://www.valerieyule.com.au/spelimp.html

http://www.valerieyule.com.au /slernsp.htm

http://www.valerieyule.com.au /spday.htm

http://www.valerieyule.com.au /spockham.htm

http://www.valerieyule.com.au /intspel2.htm

http://www.valerieyule.com.au /intspel3.htm

http://www.valerieyule.com.au /spgames.htm

http://www.valerieyule.com.au /goodwinsp.htm

http://www.valerieyule.com.au /sfutspe.htm

http://www.valerieyule.com.au /sreadsp.htm

http://www.valerieyule.com.au /swritsp.htm

http://www.valerieyule.com.au svowchart.htm

http://www.valerieyule.com.au /ssurplu.htm

http://www.valerieyule.com.au /spelsys.htm

http://www.valerieyule.com.au/spelling.htm

http://www.valerieyule.com.au /intspel.htm

http://www.valerieyule.com.au /sfastrs.htm

May 10

2002.Sept 2

Sept 1

May 19

May 19

May 19

May 15

April 25

 

May 19

May 19

Sept 2

May 19

Jan 17

Jan 17

May 19

Jan 17

Feb 26

May 19

May 19

May 19

M 19 02

May 19

Sept 5

Jan 17

Aug 26

 

 

http://www.valerieyule.com.au/spelling.htm

HOW I would see my original contributions to spelling reform

The concept of cutting out surplus letters as a systematic reform (apart from some rather erratic 16th-19th century suggestions)

The concept that a spelling reform that capitalised on the morphemic qualities of the English language was possible (making English spelling more like Chomsky says it is)

The concept that spelling reform could progress quickly in a few transitional stages, rather than one great change or many small steps, and could do this by acceptance in dictionaries of modified spellings as alternative spellings, for trial by popular acceptability.

Campaign for academic and applied research into the design of better spelling, rather than rely on armchair arguments and attempts to push untested proposals that may be theoretically logical and seem ideal.

Asserting principles of human engineering and user-friendliness to apply to the writing system, to meet needs and abilities rather than all efforts into trying to get adoption of armchair-planned reforms that were theoretically logical and ideal. (George O’Halloran had similar ideas here.)

Challenging assumptions that a simple phonemic reform was the only route.

Stressing the international aspects of English spelling as a spur to reform, and a factor to be included in the design of a reformed spelling

Looking at other writing systems for what they can tell us about meeting and not meeting human needs and abilities, and about matching language and writing system

Writing on society and spelling – the political significance of spelling – (including evidence from writers on the history of spelling, and Veblen’s concept of English spelling as conspicuous consumption)

The idea that television subtitles would be the best way to experiment with spelling reforms and introduce them to the public.

Exploring some original ideas of alphanumeric reform including a Korean-style possible improvement for the roman alphabet.

Devising some original ways to experiment in spelling reform. See thesis

Seeing the potential of animated-cartoon take-home video for teaching literacy and promote independent reading for adults and children. (Interactive CD Rom is the next step – but not as electronic worksheets.)

Production of innovatory teaching materials to help learners and teachers understand English spelling – and so that they could realise that spelling could actually be cleaned up, instead of thinking it a mystery that cannot be touched.   Giving them an understanding of the underlying spelling system will make it easy for them to read and write a more sensible modified spelling.

Design of 8 Principles to maximise the advantages of present English spelling and reduce its disadvantage, together with earlier explorations such as Interspel and FASTR Spelling for International English Spelling.

Spelling Rules on one page, with minimum change to spelling, for maximum aid to those who find present spelling too difficult.

Spelling crib to accompany normal spelling as aid to learners

Spelling-without-traps

 

2014 The truble with spelling     http://www.onlineopinion.com.au/view.asp?article=17043

 

 

 


Videos

Online

http://vicnet.net.au/~ozideas is the home page.

English spelling – http://vicnet.net.au/~ozideas/spelling.htm   Many pages link from this.

http://www.ozreadandspell.com.au Free online overview to copy (Creative Commons copyright)

http://www.ozreadandspell.com.au/playtoread.htm shows children playing in a Scottish nursery school, and   http://www.ozreadandspell.com.au/abcplay.htm

shows developmental stages in children playing with plastic letters on an alphabet picture chart.

http://en.wikipedia.org/wiki/Interspel

2008 The Centenary of No Spelling Reform – the Simplified Spelling Society is a hundred years old this year. Broadcast as Spelling still not simple. Lingua Franca. Radio National http://www.abc.net.au/rn/linguafranca/stories/2008/2257011.htmtranscript

Saturday 31 May 2008. Listen Now – 31052008 | Download Audio – 31052008

 

 

JOURNALS and other publications WRITTEN FOR ON SPELLING.

Australian Journal of Remedial Education.

Australian Style (Macquarie Dictionary Centre)    

English Today.    

Harvard Educational Review  

Human Learning.

International Review of Education.

Journal of the Simplified Spelling Society

Language Monthly  

Learning Exchange. 1974.

Melbourne Age (Melbourne)

New Scientist.

Reading (UK, Journal of the united kingdom reading association).

Review of the Independent Scholars Association of Australia.

Revista Canaria de Estudios Ingleses. (Tenerife)

Roman Lipi Sammelan (Bombay)

The Psychologist

The Scotsman

Spelling Action (Australia)

Spelling Progress Bulletin.

Spelling Progress Quarterly  

The Educational Magazine

The Encyclopaedia of Educational Media Communications and Technology

The literate Australian. (Council of Adult Education conference papers)

Times Educational Supplement Scotland.

Visible Language

Xin Tang (China)

Yule, V.  See Book, Newsletters, Media, Personal View 10, Anthology, Bulletins, Web link.

– Literate Adults’ Response to Spelling Reform. Abstract J1 1985 p7.

– reviews Ellis, A W. ‘Reading, Writing & Dyslexia’ J5 1987/2 pp28-29.

– English spelling & Pidgin: examples of international English spelling J6 1987/3 pp25-28.

– Style in Australia: current practices in spelling, punctuation, hyphenation, capitalisation J7 1988/1 pp28-30.

– Reply to Sue Palmer The importance of spelling for English culture J8 1988/2 pp29-31.

– reviews Rondthaler, E. ‘Dictionary of Simplified American Spellings’ J9 1988/3 pp32-33.

– Style Council 1988 in Melbourne Australia J10 1989/1 p31.

– Experimentl Versions of Cut Spelling – CS1 & CS2 J11 1989/2 p30.

– Children’s abilities & ‘Cut’ spelling reform J13 1992/2 pp3-8.

– Improving English spelling for readrs J14 1993/1 pp10-18.

– Public response to surplus-cut spellings J16 1994/1 pp7-16.

– Spelling & Society: Orthography & Reading – summary of a research thesis J17 1994/2 pp13-20.

– “Teach yourself to read at home by video” – problems & promises J18 1995/1 pp11-18.

– Finding, Developing, & Testing Materials on Spelling Reform J19 1995/2 p26.

– Spelling Needs Research and Research Needs Replication J20 1996/1 pp12-13.

– Teaching Reading, and Spelling Reform J21 1997/1 pp10-12.

– International English Spelling and the Internet J23 1998/1 pp8-13.

– How people spelled when they could spell as they liked. J29 2001/1 p34.

– Its the spelling that’s stupid — not me. J30 2002/1 p4.

– English spelling and comparative literacy. J30 2002/1 p26.

– English spelling for international communication. J30 2002/1 p28.

Spelling Progress Bulletin articles. Summary not made. See Tess website.

 

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books, children, future, illiteracy., imagination, library.knowledge, literacy, schools, spelling, stories

Think about spelling – the beautiful princess

Think about spelling

Do not simply try to remember spelling

 

  1. Which are the most common words?

36 irregularly-spelled words make up 12% of almost every text. Which appear here?

Once upon   a   time,   the   beautiful   daughter   of   a great   magician wanted   more pearls to put   among   her treasures. “Look through the centre of the moon when it is blue,” said her mother in answer to her question. “You   might   find   your heart’s desire.” The princess laughed, because she   doubted these words. Instead, she used her imagination, and moved into the photography business, and took pictures of the moon in colour. “I perceive most certainly that it is almost wholly white,” she thought. She also found that she could make enough money in eight months to buy herself two lovely huge new jewels too.

 

Answer: 27 very common words are here: 14 words in bold print are difficult to spell.

Once   a     the   of   a   more to put   her   through   when it is said in you       your because she I most   that   could make   in   two too.

 

  1. Which letters are not needed in words?

 

Once upon   a   time,   the   beautiful   daughter   of   a great   magician   wanted   more pearls to put   among   her treasures. “Look through the centre of the moon when it is blue,” said her mother in answer to her question. “You   might   find   your heart’s desire.” The princess laughed, because she   doubted these words. Instead, she used her imagination, and moved into the photography business, and took pictures of the moon in colour. “I perceive most certainly that it is almost wholly white,” she thought. She also found that she could make enough money in eight months to buy herself two lovely huge new jewels too.

 

beautiful   daughter more pearls treasures through centre when answer you   might your heart’s laughed because doubted instead business colour perceive   certainly wholly white thought could buy two lovely

But this is hard to do without 3. Which letters are misleading in words?

 

 

  1. Which letters are misleading in words?

 

Once upon   a   time,   the   beautiful   daughter   of   a great   magician   wanted   more pearls to put   among   her treasures. “Look through the centre of the moon when it is blue,” said her mother in answer to her question. “You   might   find   your heart’s desire.” The princess laughed, because she   doubted these words. Instead, she used her imagination, and moved into the photography business, and took pictures of the moon in colour. “I perceive most certainly that it is almost wholly white,” she thought. She also found that she could make enough money in eight months to buy herself two lovely huge new jewels too.

 

Once     beautiful   daughter   of     great       wanted   more pearls to put   among   treasures. “Look through     centre of     when   is blue,” said   mother ianswer to you   might  your heart’s desire laughed, because   doubted these words. Instead used   moved into   business took of colour I perceive certainly     is     wholly white thought could   enough money I   eight months to buy two lovely new.

 

  1. Which letters are missing from words?

 

Once upon   a   time,   the   beautiful   daughter   of   a great   magician   wanted   more pearls to put   among   her treasures. “Look through the centre of the moon when it is blue,” said her mother in answer to her question. “You   might   find   your heart’s desire.” The princess laughed, because she   doubted these words. Instead, she used her imagination, and moved into the photography business, and took pictures of the moon in colour. “I perceive most certainly that it is almost wholly white,” she thought. She also found that she could make enough money in eight months to buy herself two lovely huge new jewels too.

put       might   find         used   imagination moved   most   almost       also       huge

 

  1. How would you spell this story?

 

Once upon   a   time,   the   beautiful   daughter   of   a great   magician   wanted   more pearls to put   among   her treasures. “Look through the centre of the moon when it is blue,” said her mother in answer to her question. “You   might   find   your heart’s desire.” The princess laughed, because she   doubted these words. Instead, she used her imagination, and moved into the photography business, and took pictures of the moon in colour. “I perceive most certainly that it is almost wholly white,” she thought. She also found that she could make enough money in eight months to buy herself two lovely huge new jewels too.

__________

 

  1. Is this spelling easier to read? Could you make it easier?

 

Ons upon   a   time,   th   butiful   dautr   of   a grat   magician   wonted   mor perls tu puut   amung   her tresurs. “Luuk thru the centr of the moon wen it is blu,” sed her mothr in ansr to her questn. “u   mit   find   yur hert’s dezir. Th prinsess lafd, becos she   douted thez werds. Insted, she usd her imajinatn, and muvd into th fotografy biznes, and tuuk picturs of th moon in culr.”I percev most sertnly that it is almost holy wite,” she thaut. She also found that she cud mak enuf muny in ait munths tu by herself 2 luvly huj nu juwels too.

 

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future, Muslim

Saudi influence through paying for schools and mosques

How many of the young second generation Muslims of the West joining in IS jehads attended schools and gorgeous mosques donated by the Saudis and preaching Wahhabi Islam? Many of these places are actually named after the Arabian king who gave the money.

 

Many of the mosques in Australia are more splendid than the churches, and many of the Islamic schools are pretty fine institutions. They have been built with Saudi money and have Wahhibi principles. That is one reason why the young second-generation Muslims are more jehad-oriented than their parents

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books, children, future, innovation, knowledge

Human Rights read by all

Human Rights understood by all

The UN Declaration of Human Rights as it stands is short and intelligible enough for educated people, but language and length are still too hard for everyone. A shorter, simpler version could be understood by all, and be a ready reference.  It could be part of the humanist curriculum for schools, and agreement with it part of the admission to citizenship.

The 30 clauses, set out in around 950 words, could fit on one page, or in large print, on two sides of one sheet.  Its vocabulary should be known by all, because these words are at the heart of democracy. The 30 rights can also be set out as slogans, short enough to list on passports as reminders of what nations require of their citizens.

Our multicultural societies risk division by segregation. New immigrants need more help to adapt, as they must. The whole population needs to know how to help, and to pull up their own socks. Migrants may bring with them values, beliefs and practices that downgrade or restrict women, deny religious freedoms, or youth that has been accustomed to violence. All these problems are in our own past, and latent still.

The Declaration consists of Rights, Freedoms to and Freedoms from, and Responsibilities. Here is a shortened version, with Parallel Text to help students with literacy problems:

RIGHTS. All citizens could all be expected to understand and accept that all people are born free and equal, and have the same rights without discrimination – political rights to life, liberty, justice, fair trials, privacy, security of person, and recognition and protection by the law, to be presumed innocent until proven guilty, and to be given asylum from persecution; the right to a nationality, and to take part in their government; rights to a decent standard of living, work, a fair wage, join a trade union, own property, marry and have a family, social security, education, rest and leisure, and to participate freely in their community and enjoy the benefits of our progress, in an international order that makes these possible to realise.

FREEDOMS TO” are freedoms of thought, conscience, religion, opinion, expression, peaceful assembly, association, and freedom of movement.

FREEDOMS FROM include freedoms from slavery, servitude, torture, and arbitrary arrest, detention or exile.

RESPONSIBILITIES. With these rights go duties to the community, in order to be full citizens. No one has the right to destroy any of these rights or freedoms for others.

 

Here is a very quick summary of what could be the equivalent of a bill of rights and citizenship test for every country of the world. Since even in Western countries they are not all taken as manifestly accepted, everyone is asked to think about each clause.

 

The United Nations Universal Declaration of Human Rights 1948
For each item, think, Do you agree?  If not, think why not.

  1. All people are born free and equal
  2. Everyone has the same rights without discrimination
  3. Right to life, liberty and security of person
  4. No slavery or servitude
  5. No torture
  6. Recognition as a person in law
  7. Protection of the law
  8. Right to justice
  9. No arbitrary arrest, detention or exile
  10. Right to a fair trial
  11. Innocent until proven guilty
  12. Right to privacy
  13. Freedom of movement
  14. Right to asylum from persecution
  15. Right to a nationality
  16. Right to marry and have a family
  17. Right to own property
  18. Freedom of thought, conscience and religion
  19. Freedom of opinion and expression
  20. Freedom of peaceful assembly and association
  21. Right to take part in government
  22. Right to social security and the benefits of society’s progress
  23. Right to work, a fair wage, and to join a trade union
  24. Right to rest and leisure
  25. Right to a decent standard of living
  26. Right to education
  27. Right to freely participate in their community
  28. Right to an international order in which to realise these rights
  29. Everyone has duties to their community
  30. No one has the right to destroy any of these rights or freedoms.

Summarised by Bruce McCubbery 1999

 

A short 950-words version -one page of small print, one double-sided sheet of larger print – of the full Declaration is suitable for schools, new immigrants and all citizens, as well as for international use. It can be found at http://home.vicnet.net.au/~ozideas/humrights.htm and in an earlier version of this article on Online Opinion, Jan 17 2008, at http://www.onlineopinion.com.au/view.asp?article=6881

As an example of my right to free speech, add The right to literacy should be added to these rights.  ‘Everyone has the right to free access to literacy, anywhere, anytime’.  An implication of this is that writing sistems must and can be made as user-frendly as possibl, while remaining close to the appearance of present print to maintain easy acsess. Lerning literacy must also be made as easy as possibl, including simpl methods of self-help: See. http://home.vicnet.net.au/~ozideas/sprules1p.htm

____________________

Short version for general use

Freedom, justice and peace are founded on the inborn dignity and equal rights of all human beings, protected by the rule of law.

Article I. All human beings are born free and equal in dignity and rights. They have reason and conscience to act to each other as brothers and sisters.

  1. These rights and freedoms are for everyone, no matter what race, colour, sex, language, religion, opinions, origins, wealth or birth, and in all countries.
  2. All have the right to life, liberty and personal safety.
  3. No slavery in any form.
  4. No torture or cruel, inhuman or degrading treatment or punishment.

6-8. Everyone is equal before the law, to have the equal protection of the law to maintain their basic rights.

9 No arrest, detention or exile without just cause and public knowledge.

  1. Fair and public trials.
  2. The right to be presumed innocent until proved guilty. No-one can be held guilty of a penal offence that was not an offence at the time, or given a heavier punishment than what was legal at the time.
  3. The right to the protection of the law against all arbitrary interference with privacy, or attacks on reputation.
  4. Freedom to move within the borders of each state, and the right to leave any country, including your own, and to return home.
  5. The right to seek and find in other countries asylum from persecution (except for non-political crimes or acts against the principles of the United Nations.)
  6. Everyone has the right to keep their nationality or to change it.
  7. All adults have the right to marry and found a family, with rights to free consent to marry, and equal rights within marriage and in its dissolution. The family is protected by society and the State.
  8. The right to own property, and not have it arbitrarily taken away.

18 The right to freedom of thought, conscience and religion, with freedom to change religion or belief, and to follow your religion or belief in public and private.

19 The right to freedom of opinion and expression, and the right to seek and give information and ideas through any media and regardless of frontiers.

  1. The right to freedom of peaceful assembly and association with others. No one may be compelled to belong to an association.

21 The right to take part in the government of the country, directly or through freely chosen representatives. The right to equal access to public service. The will of the people is the basis of the authority of government. This will shall be expressed in periodic and genuine elections, by universal and equal rights of adults to vote by secret vote or equivalent free voting.

  1. Everyone has the right to social security and the economic, social and cultural rights essential for dignity and free development of personality, through national effort, international co-operation and according to the resources of each State.
  2. The right to work, with free choice of employment, with just and favorable conditions of work and protection against unemployment. The right to equal pay for equal work. The right to just and favorable pay for work, to ensure that everyone and their families can live with dignity, supplemented, if necessary, by other means of social protection. Everyone has the right to form and to join trade unions to protect their interests.
  3. The right to rest and leisure, with reasonable working hours and regular paid holidays.
  4. The right to a standard of living good enough for health and well-being, including food, clothes, housing medical care and necessary social services, and with security if jobless, sick, disabled, widowed, aged or with other lack of livelihood in circumstances beyond their control. Special care and help for mothers and all children, regardless of birth.
  5. Education. The right to free, compulsory elementary education. Technical and professional education must be generally available and higher education shall open to all on the basis of merit. The aims of education are the full development of human personality, respect for human rights and basic freedoms, and promoting understanding, tolerance, friendship and peace among all nations, races and religions. Parents have the right to choose their children’s education.
  6. The right to join in freely in the cultural life of the community, enjoy the arts, and share in scientific progress and its benefits. The right of protection of moral and material interests for anyone’s scientific, literary or artistic work.
  7. The right to live in a social international order with these rights and freedoms.
  8. Duties. Everyone has duties to the community in which alone the free and full development of his personality is possible.   In exercising their rights and freedoms, everyone shall be limited only by the legal requirements to recognize and respect the rights and freedoms of others, and the just requirements of morality, public order and everybody’s general welfare in a democratic society.
  9. These rights and freedoms may never be exercised against the purposes and principles of the United Nations.

No State, group or person has any right to do anything aimed at destroying any of these rights and freedoms. Nothing in this Declaration may be interpreted as implying that they can.

Short history of our declarations of rights

OUR HISTORY. The history behind the UN Declaration is a way to teach world history and the foundations to our own history, showing what hard struggles have obtained these precious rights and freedoms, not to be given up lightly. “History” in our schools should include its background.

Magna Carta is the Charter of 37 rights that the English barons forced King John to sign in 1215. It became the basis for English rights, including protection from arbitrary detention (habeas corpus) and arbitrary taxes.

The American Declaration of Independence, 1776, famously states that all humans are created equal, with the right to life, liberty and the pursuit of happiness.  And we add, the pursuit of truth.

Liberty, Equality, and Brotherhood was the hope of the French Revolution 1795.

The Four Freedoms set out in 1941 during World War II, following Churchill and Roosevelt’s Anglo-American Atlantic Charter, are Freedom from hunger, Freedom from fear, Freedom of speech, and Freedom of worship.

History also shows us no steady progress. There are repeated roll-backs. Few countries today would score 30 out of 30. An annual Human Rights Ladder could/should be as publicly competitive as national medal scores in Olympic Games.

We can monitor our own legislation for how it matches up, or falls away, and why. Eroding basic freedoms attacks other freedoms. The foundations of all freedoms in the U N Declaration are freedom from fear and from want. Who are the fortunate and free, and what can be done about the unfortunate?

  1. The right to literacy should be added to these rights.  ‘Everyone has the right to free access to literacy, anywhere, anytime’.  An implication of this is that writing systems must be made as user-frendly as possible, while remaining close to the appearance of present print to maintain easy access. Lerning literacy must also be made as easy as possibl, including simpl methods of self-help. –

*  Using modern comunications such as TV, online and DVD –  http://www.ozreadandspell.com.au/

* Improved dictionary pronunciation gides, based possibly on

http://home.vicnet.net.au/~ozideas/spbbcguide.htm

* ‘Triple-line’ books that lead from sound-simbol correspondence to full texts on the same page. http://home.vicnet.net.au/~ozideas/humrights.htm

The rules of English spelling could be reduced to one page, eliminating unnecessary unpredictable spellings. All that is needed is thinking inovativly. http://home.vicnet.net.au/~ozideas/sprules1p.htm

http://home.vicnet.net.au/~ozideas/humrightsspelparalelprint.htm

 

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children, illiteracy., innovation, literacy, spelling

Experiment with spelling aid for poor readers

Anyone can try this experiment:

Put a crib of Spelling-without-traps next to any page of normal spelling, and see who are helped. There are three traps in normal spelling–

  1.  38 very common words that cannot be learned by reasoning or phonics, but have to be learned by rote because they are so important in everyday text, making up 12% of it.  (Research with flash-cards has found that most people can lern up to 40 words – it is hundreds that confuse them.)  These 38 common words are: – ALL ALMOST ALWAYS AMONG AS  ARE COME SOME COULD SHOULD WOULD HALF HAVE KNOW OF OFF ONE ONLY ONCE OTHER PULL PUSH PUT THEY THEIR TWO AS WAS WHAT WANT WHO WHY, WORD and word-endings -ION/-TION/-SION.

Other words have two types of letters that are traps – the letters that are not needed for pronunciation or meaning, which are 6% of all letters in everyday spelling, as in GUARD,  and the letters in words that are misleading, which are 4% of all letters in everyday spelling, as in WOMEN. Omit the surplus letters and change the misleading letters.

http://www.onlineopinion.com.au/view.asp?article=17043

Anatoly Liberman = blog@oup.com

http://www.valerieyule.com.au/spelling.htm

http://reforming-english.blogspot.com.au/   gives the facts and figures

Normal spelling                                     A crib for poor readers    (silent e kept here)

Other words have two types of letters that are traps – the letters that are not needed for pronunciation or meaning, which are 6% of all letters in everyday spelling, as in GUARD,  and the letters in words that are misleading, which are 4% of all letters in everyday spelling, as in WOMEN. Omit the surplus letters and change the misleading letters.  

Other words hav tuw tipes of letters that

ar traps – the letters that ar not needed for pronunsiation or meaning, which ar 6% of all letters in everyday spelling, as in GUARD, and the letters in words that ar misleading, which ar 4% of all letters in

everyday spelling, as in WOMEN. Omit

the surplus letters and chanje the misleading letters.

 

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books, children, forgotten, future, knowledge, leisure.

The future of books

The future of books 12 11 2014

Like many older people, I have thousands of books.  Many of them I will never read again, and look for other people who would like them. Others I do read again and again.  P G Wodehouse I re-read while listening to the news – his books are no madder and much less upsetting.

I have two rooms for a ‘LITERACY MUSEUM’, full of children’s fun and teaching books, books on reading for teachers, the best collection on spelling in Australia, innovative materials for teaching reading and spelling,and  the history of education in Australia and overseas – and I  look for people who would like these books.  Otherwise they go when I go, which is a great pity.

Education Departments do not want these books – they are busy downsizing their book collections in their libraries. Some school libraries don’t have books any more.

Many of the books are already museum pieces, but all of them soon will be.

 

THE MUSEUM KEEPS CHILDREN’S FAVOURITES –  story and picture books that pre-school children have loved and older children have used to learn to read.  Adults can use these books as picture-story books even with some babies of six months upward, pointing to the pictures and talking about them, rather than reading the text.  As children grow older, they like to hear the text, and the reader can run a biro-end under the words, so children can see how the print relates to the spoken word.  Children can ask about any words they do not know, or you can add an explanation of hard words as you read.  “He had a donkey – like a small horse with big ears – and rode it along the highway, along the road.”

Some of these books are now worn with use, but it is good for children to find out that tatty-looking books can be the best ones, because it can be a sign of love and long use. “You can’t judge a book by its cover.”

These children’s books include Stories, Myths and Legends, the Alphabet A-Z, Walt Disney,       Anybody at Home? (lift the tab and see what creature lives there), Bears in the Night ( a marvellous book for concept learning as well as learning to read); Cat in the hat picture dictionary (Children love this, including children learning  English, the New Golden Encyclopedia, Di Manaka aku? (An Indonesian sort of ‘Where’s Wally’,  but this book helps children learn more about the world and the people in it, and Australian children like it too, when you talk about it rather than read it,) Doctor Doolittle,  Flower Fairies series, The Ear Book (A marvellous book for children learning English spoken  language as well as literacy ‘I hear a ding, I hear a dong –‘), the Magic Beach (and other books by Alison Lester, an Australian author,)The Merrygoround – an Oxford  collection of rhymes and poems for children – (to read and sing to children, but learners also like reading it.  One seven-year-old severely disadvantaged girl learnt to read from this book when all else had failed,) My Book about Me, All the Doctor Seuss books – One fish, two fish, red fish, blue fish,The Foot Book,       I can do anything – almost,       Plant and Animal Alphabet coloring book, Ten Apples up on Top! (a great counting book as well as reading book) The Golden Geography – a child’s introduction to the wider world, Old Hat, New hat (marvellous in learning to read) , People by Peter Spier. (This is a really marvellous multicultural book. If it is in print, get copies,)Inside, outside, upside down. (Children love this, including children learning English language as well as literacy),       Tale of Peter Rabbit (and all the Beatrix Potter stories,The Australia Book,What do people do all day? – Richard Scarry,        What makes it go? Also a sheet of lullabies for adults and children to sing to babies .

Add to this list. If they are out of print, they should be back in.

Rather than say ‘It doesn’t matter what children read as long as they are reading’ , the better principle is ‘You might as well read books worth reading’

Find books you like and look for other books by the same authors

This list will change from time to time.

If a book is tatty it often means other people have loved it.

Don’t judge a book by its cover

All the pictures should be ones children like to look at more than once, with CLEAR PRINT.

Everybody likes different books, so find the ones that YOU like.  In a library or have a Bookshop Crawl.   There is a lot of junk out there, so you can dig like a miner in a gold-mine for the gold..

1 Junior Beginners, babies and upward

My First Word Book. D Kindersley. Even good for adults learning to read.

The EAR book, by Al Perkins, Cat-in-the-hat beginner book. Random House 1968.ISBN 0 00 171203 9. Great for letters and sounds.

Gobble Growl Grunt, by Peter Spier. World Books. Marvellous sounds of animals and birds to read aloud.

Bears in the Night . Stan and Jan Berenstein, Collins. 1972. A great rhythm book.

The Ugly Duckling, Cinderella, and other favorite fairy stories

Dr Seuss books, including My book about Me, by Me, Myself

Possum Magic – Mem Fox

Animalia

National Geographics  Talk about the pictures

Milly-Molly-Mandy  stories. Happy little adventures in daily life. Joyce Lankester Brisley

Books with flaps that open out, such as Who Lives There?

Beatrix Potter books

Nursery rhymes and fairy stories

 Picture books of nature and science and technology and history that are really fascinating.

And there is more!

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