Literacy Achievement in Aotearoa New Zealand: What is the Evidence?

Hood, Nina; Hughson, Taylor A.

doi:10.1007/s40841-022-00271-2

NZ J Educ Stud

2022

DOI: 10.1007/s40841-022-00271-2

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Literacy Achievement in Aotearoa New Zealand: What is the Evidence?

Nina Hood

Taylor A. Hughson²

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2024

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Cited by 2 publications

References 19 publications

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Piloting a T-Shaped Approach to Develop Primary Students’ Close Reading and Writing of Literary Texts

Wilson,

Rosedale,

Meiklejohn-Whiu

2024

NZ J Educ Stud

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The study was a pilot intervention to develop Year 5–8 students’ close reading and writing of literary texts using the T-Shape Literacy Model (Wilson and Jesson in Set Res Inf Teach 1:15–22, 2019). Students analysed text sets to explore how different authors use language to engender mood and atmosphere. The study used a single-subject design logic for repeated researcher-designed and a quasi-experimental, matched control group design for repeated standardised measures of reading and writing. Nine teachers and their classes participated. The schools were part of a large school improvement programme using digital tools and pedagogy to accelerate students’ learning participated that the authors were research-practice partners in. The schools all served low socio-economic status communities and the majority of students were Māori (51%) and Pacific (28%). There was a large effect size on the overall score for the researcher-designed measure (effect size = 1.00) and for the close reading of single texts sub-score (effect size = 0.90). There was a moderate-to-high effect for students’ identification of language features (effect size = 0.75) but no significant effect on their synthesis scores. Students in the intervention significantly outperformed matched control group students in the standardised writing post-test (effect size = 0.65) but differences for the standardized reading comprehension test were not significant (effect size = 0.15). Results overall suggest the approach has promise for improving the metalinguistic knowledge, literary analysis and creative writing of younger and historically underserved groups of students.

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Piloting a T-Shaped Approach to Develop Primary Students’ Close Reading and Writing of Literary Texts

Wilson,

Rosedale,

Meiklejohn-Whiu

2024

NZ J Educ Stud

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Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t do it

Milne

2024

NZ J Educ Stud

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The learning and teaching of reading continues to be a source of contention in New Zealand education. In recent years, proponents of structured literacy approaches have argued for more attention to be paid to what they term the “science of reading”. They have emphasised skill development and argued against the inclusion of other approaches. A singular focus on skill development comes at a cost however, as being a reader requires more than simply being able to read words. When we consider a broader view of what it means to be a reader, we need to consider the reader as a whole person, and their place in a wider social context. This article discusses the “science of reading” in relation to Self-Determination Theory and considers how pedagogical approaches can contribute to, or work against, the development of children’s feelings of autonomy, relatedness, and competence in reading and their subsequent desire to read. A restricted focus and related pedagogies will have negative long-term impacts on individuals’ ability to access the many and varied benefits of truly being a reader. Some of the approaches being promoted will likely exacerbate existing concerns such as declining rates of volitional reading and achievement. While necessary, being technically capable is not enough, children must also see the value in reading and its outcomes if they are going to choose to do it.

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Literacy Achievement in Aotearoa New Zealand: What is the Evidence?

Cited by 2 publications

References 19 publications

Piloting a T-Shaped Approach to Develop Primary Students’ Close Reading and Writing of Literary Texts

Piloting a T-Shaped Approach to Develop Primary Students’ Close Reading and Writing of Literary Texts

Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t do it

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