About Dr David Rose
Dr David Rose is the Director of Reading to Learn, which trains teachers across school and university sectors, in Australia, Africa, Asia, North and South America and western Europe. He is an Honorary Associate of the University of Sydney. His research includes analysis and design of classroom discourse, effective practices for beginning literacy, techniques for embedding reading and writing skills in curriculum learning, professional learning for teachers about pedagogy and language, language typology, language evolution and social semiotic theory. His work has been particularly concerned with Indigenous Australian communities, languages and education programs.
For more Publications by David Rose, please visit his University of Sydney Bio here
The Methodology of Reading to Learn - Presentation by Dr David Rose
Articles & Publications
Genre, knowledge and pedagogy in the ‘Sydney School’. Rose, D. in press.
A discussion of genre theory and pedagogy for an international audience.
In N Artemeva (Ed.) Trends and Tradition in Genre Studies Ottawa: Inkwell
Myth making and meaning making: the school and Aboriginal children. Rose, D. 2015.
A discussion of the problems of Indigenous children in school and solutions through reading.
In M Hamilton, R Heydon, K Hibbert & R Stooke [eds.] Multimodality and Governmentality: Negotiating Spaces in Literacy Education. London: Continuum, 167‐184
Intervening in contexts of schooling. Rose, D. & J. R. Martin 2013.
Reports on outcomes of a large scale Reading to Learn program in NSW. Average 2x standard literacy growth rates.
In J Flowerdew [ed.] Discourse In Context: Contemporary Applied Linguistics Volume 3. London: Continuum, 447‐475
Analysing pedagogic discourse: an approach from genre and register. Rose, D 2014.
Linguistic tools for analysing and designing teacher‐learner interactions in the classroom.
In Functional Linguistics, 1(11).
Beating educational inequality with an integrated reading pedagogy. Rose, D. 2011.
Why we need to teach all children to read in school and how to do it
In F. Christie and A. Simpson (eds.) Literacy and Social Responsibility: Multiple Perspectives. London: Equinox, 101‐115
Beyond literacy: building an integrated pedagogic genre. Rose, D. 2011.
An accessible outline of the R2L professional learning program, framed by theory
Australian Journal of Language and Literacy, 34 (1), 81‐97
Scaffolding Literacy for Indigenous Health Sciences Students. Rose, D., Rose, M., Farrington, S and Page, S. (2008).
Report on an R2L program with Indigenous health sciences students at Sydney University, with great results.
Journal of English for Academic Purposes 7 (3), 166‐180
A reading based model of schooling. Rose, D. 2007.
A model of education centred on reading as the primary mode of learning in school
Pesquisas em Discurso Pedagógico, 4: 2
Interacting with Text: the Role of Dialogue in Learning to Read and Write. Martin, J. R. & Rose, D. 2007.
Analyses teacher/students interactions in R2L pedagogy, designed to engage and extend all students
Foreign Languages in China. 4 (5): 66‐80
Metadiscourse: Designing Interaction in Genre‐based Literacy Programs. Martin, J.R. 2006.
Analyses teacher/students interactions in the genre pedagogy, including R2L
In R. Whittaker, M. O’Donnell and A. McCabe (eds) Language and Literacy: Functional Approaches. London: Continuum, 95‐122.
Democratising the Classroom: a Literacy Pedagogy for the New Generation. Rose, D. 2005.
An accessible introduction to the R2L pedagogy
Journal of Education, 37:127‐164
Designing literacy pedagogy: scaffolding asymmetries. Martin, J.R. & Rose, D. 2005
How design literacy pedagogy to achieve educational equality
In R. Hasan, C.M.I.M. Matthiessen and J. Webster [Eds.] Continuing Discourse on Language. London: Equinox, 251‐280