You are here
This article offers a new look at students' comprehension of poetry. Its findings will be of particular interest to English teachers and teachers working with students to extend their understanding of texts that have complex language features and use figurative language.
Explicit teaching and modelling are found to be vital among the strategies used by the teacher in this study to support her Year 5 and 6 students in developing self-regulating writing behaviours.
Reading Recovery is offered in most New Zealand schools, yet recent research shows that low-decile schools are less likely to offer it.
This article explores reasons for the lower uptake of Reading Recovery in low-decile schools, identifies some of the challenges they face in implementing it, and presents some solutions drawn from case studies of eight decile 1–4 schools selected for their effective implementation of Reading Recovery.