John Callahan. T.T.C. Prosodic learning is for all learners. After a career in teaching I began my research in 2003. Use my YouTube channel "ReadSpeak" http://www.youtube.com/user/ReadSpeak?feature=mhee and enjoy learning.
Listening is the foundation of memory, speaking and reading development
The learners level of thought is evaluated
This gives the learner understanding and control when learning
Learner control provides the confidence to sustain progress
Timing is everything when to learning read, speak and remember
pronunciation
vocabulary
grammar
Speak English fluently
Read with deep understanding.
Write expressively.
Save time and money
Dame Marie Clay. KCMG. Her research into foundation literacy occurred between 1961-3. Dame Clay knew that the selective rollout of her research disadvantaged children from a non English speaking background. Her work has never been reviewed and is now an international "white elephant". The M.O.E schools rollout in 1978 was the first and last time that a comprehensive rollout providing guidance to teachers ever happened.Today New Zealand's schools are filled with English learners and learners with working memory needs.
Almost half the population of a Australia and New Zealand cannot read newspapers, follow recipes or understand the instructions on a medicine bottle. In New Zealand 70% of the population can't read any better than a 9-10 reading age.
Rua Kenana (pictured) wanted schooling appropriate for Maori. He gave up his dream but dreams do not die. His school at Maungapohatu ran until 1959.There is a story here but you must find it for yourself. He had a partnership with the Rev Hone Laughton - whose son was Jim Laughton.
Maungapohatu school,Te Urewera.1918. New Zealand's inclusive education tradition began here. Rua said that diamonds would be found at Maungapohatu.These diamonds are universal education, equal rights and love.
Jim Laughton, became principal of Richmond Road school in Ponsonby in the late 70's. Mr Laughton was a trail blazer and attracted planeloads of educators from U.S, U.K. and Australia. John Callahan taught in the Maori bilingual unit there.
John Callahan ran small country schools and taught his own children.The research into Laughtons programme began at Wairata school, near Opotiki, and continued at Tutamoe school near the Waipoua forest.
Research on Laughton's programme followed New Zealand Tertiary Education Commission guidelines to produce a programme appropriate for New Zealand schools.
John Callahan. T.T.C. Prosodic learning is for all learners. After a career in teaching I began my research in 2003. Use my YouTube channel "ReadSpeak" 
77 Alberton Avenue, Mt Albert 09 845-3889 027 446 0821 
Dame Marie Clay. KCMG. Her research into foundation literacy occurred between 1961-3. Dame Clay knew that the selective rollout of her research disadvantaged children from a non English speaking background. Her work has never been reviewed and is now an international "white elephant". The M.O.E schools rollout in 1978 was the first and last time that a comprehensive rollout providing guidance to teachers ever happened.Today New Zealand's schools are filled with English learners and learners with working memory needs. 
Rua Kenana (pictured) wanted schooling appropriate for Maori. He gave up his dream but dreams do not die. His school at Maungapohatu ran until 1959.There is a story here but you must find it for yourself. He had a partnership with the Rev Hone Laughton - whose son was Jim Laughton. 
Maungapohatu school,Te Urewera.1918. New Zealand's inclusive education tradition began here. Rua said that diamonds would be found at Maungapohatu.These diamonds are universal education, equal rights and love. 
Jim Laughton, became principal of Richmond Road school in Ponsonby in the late 70's. Mr Laughton was a trail blazer and attracted planeloads of educators from U.S, U.K. and Australia. John Callahan taught in the Maori bilingual unit there. 
John Callahan ran small country schools and taught his own children.The research into Laughtons programme began at Wairata school, near Opotiki, and continued at Tutamoe school near the Waipoua forest.
Research on Laughton's programme followed New Zealand Tertiary Education Commission guidelines to produce a programme appropriate for New Zealand schools. 
