Secondary School and VCE Literacy Support

student tuition – Secondary School and VCE English Literacy Support

Literacy and language competence are complex issues, and no single or even group of competent performances can precisely describe a student’s language performance. Literacy has a great deal to do with personal growth, as much as it has anything to do with the performance of your teachers or your school or even your home environment.

  • The fact that a student spells badly, but writes brilliant, imaginative and very creative poetry tends to paradox.
  • The fact that a student accurately recalls twenty spelling items out of twenty, but does not know how to write a conventionally structured personal letter, tends to paradox.
  • The fact that a student can answer factual and interpretive questions on a multiple choice comprehension test and obtains an “A” pass, but finds difficulty in editing and revising their opinions and ideas on a text in light of new evidence, tends to paradox.

The list could go on, an on … There is no simple linear sequence that leads to the achievement of linguistic competence. Rather it is the whole experience of “languaging”, the totality of talking, writing, reading, thinking, listening, watching, and being able to report these events, that controls and determines the literate competency of the individual student.

Such developments are not found in books alone, but within and between the students themselves, within their schools and families, and through and from the mentorship of the teacher. The impact of any learning problems, but in particular difficulties in literacy, can be devastating to a student’s education and self-esteem, as they tend to seed themselves is other areas of academic work.

As academic demands increase, should a student struggle with certain literacy skills, they may find themselves unable to express themselves with the speed, fluency and quality required to achieve their true worth. Indeed, for a child struggling with a literacy problem, the communication process itself may interfere with the learning task. Students facing such problems may well have trouble staying motivated.

Such problems are definitely not a life sentence.

Learn¿nk focuses on supporting individual literacy development and in particular those students in the Middle School years (Years 9 and 10) through to Senior School (Years 11 and Year 12, including VCE).

By providing a planned learning environment, supportive of the individual student’s needs, a family’s needs and the school’s needs, with no false promises, more doors can be opened which may appear closed at this time.

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