Persistent Pearson vindicated by strong NAPLAN results

It’s fantastic to read some of the educational improvements through direct instruction, revealed in the latest NAPLAN results (“Pearson’s explicit plea: roll out direct instruction to all classrooms”, 5/11). This is a credit to Noel Pearson’s persistence in pushing direct instruction and ACT Catholic schools’ effective implementation. Lasting change requires determination to overcome powerful forces of resistance. The three main obstructions have been state governments, their central control by educational theorists, and education unions. It is only due to NAPLAN that we are able to measure change and identify significant improvements. Yet teachers’ unions continue to fight this key measure. It is time for a root and branch overhaul of centralised educational government bureaucracies, which have inflicted damage on a generation of children. They were not afforded quality direct instruction teaching methods. The state governments which are, as usual, holding out against direct instruction changes have put kids’ education interests last. They should be ashamed.

Lee Smith, Kenmore, Qld

Bravo to Noel Pearson, who has lobbied for decades to mandate the direct instruction teaching method nationwide, and to the Catholic schools that have instituted the “old-style teaching”, which has seen strong NAPLAN results.

Pearson nails it when he says: “What do you think is driving the youth justice problem with Indigenous kudos? Failure to read.”

There are heartening signs that learning to read via phonics and direct instruction is being adopted in Queensland primary schools. My grandson was proud to read me an early chapter from one of Ahn Do’s books.

With minimum prompting, he spelled out multi-syllable words with ease. He was equally determined to write and illustrate a book with his grandma, which we’ve now completed. I am so excited by his enthusiasm for reading that I lay awake plotting future books we might collaborate on. ­Finally, some hope for our youngsters!

Ruth Bonetti, The Gap, Qld

How very refreshing it is to read that we have, to a great extent, overcome the divisive influence of the voice referendum and are, once again, reading from the same page. Notwithstanding the negative outcome of the referendum, there obviously exists within the general community a great deal of goodwill and support for Indigenous advancement. It is self-evident, as Noel Pearson confirms, that sound education policies will be a major driver of this process.

Jacinta Nampijinpa Price’s view that we should design policy for all Australians, of whatever race, seems to have considerable relevance here too. Whether it deals with education, domestic violence or childhood neglect and abuse, developed policies should have universal relevance as these are issues common to all Australians, but particularly so in the case of Indigenous communities. Such policies will unite us rather than divide us as a nation.

Bill Pannell, Dalkeith, WA

While the recent NAPLAN results supporting the success of ­direct instruction teaching and learning in schools vindicates Noel Pearson – allowing him an “I told you so” moment – I am sure he grieves for the student opportunities lost over the years through the stubbornness of the teaching fraternity, which ignored its obvious benefits. What’s particularly galling to most of us is that those who stood to benefit educationally from direct instruction in the past have failed many students and parents. Children have been disadvantaged by the recalcitrant teachers’ union and its refusal to acknowledge the effectiveness of direct instruction. The current spate of disingenuous behaviour by young adults concerning global events speaks volumes of the current lack of depth in our education system.

Noelle Oke, Albury, NSW

As a teacher and former education researcher who visited scores of schools all over NSW and beyond, I can assure you that the “old school” teaching of language has been and remains an integral part of literacy instruction.

The basic elements of grammar, spelling, vocabulary, sentence structure, comprehension, phonological awareness and more have been ever-present in most schools and, indeed, most classrooms. They never left.

Ron Sinclair, Windradyne, NSW