For most lowest-achieving children, Reading Recovery offers a second chance to catch. What about those who are the hardest-to-teach - those who need a third chance? This study shows that they too can achieve literacy levels that enable them to function with their same-aged peers.
You are here
What happens to the children who just miss out on selection for the early intervention programme, Reading Recovery?
The introduction of information skills into the New Zealand Curriculum has signalled a change in direction for education from teacher-centred learning to student-centred learning. However, before teachers will commit themselves to use this learning process they need evidence that the teaching of these skills will achieve the desired outcomes.
The 1996 National School English Literacy Survey is unique among national literacy surveys in that it was based on a broad definition of literacy; teachers were central to the collection of achievement data; and student achievement was reported against scales describing typical growth in writing, spelling, reading, viewing, speaking, and listening.
New NZCER Information Skills tests explore students’ understanding of the information skills involved in using libraries, parts of a book, and reference sources. They provide strong evidence that students are experiencing difficulty with sorting through the various dimensions of a search task in order to select the volume, page, or library section containing the required information. These tests can help teachers to identify which students need further help, and what kind of help they need.
The Good Talk project investigated how to develop children’s skills more effectively in the Interpersonal Speaking and Listening Achievement Objectives in English, and in some of the Essential Skill areas, through strategies for improving group discussion. The results have useful implications for teaching. They show that children can reflect seriously on their own learning processes, through “talk about talk”. They can also engage enthusiastically with curriculum content ideas, through “talk about topic”. However, it seems to be difficult for them to do both at once.
What excites primary pupils about writing in school and what switches them off? This was the question explored by one Cambridgeshire primary school in a classroom-based investigation focusing on pupils’ perspectives on effective learning. The investigation gave teachers valuable insights into children’s understanding and responses to writing activities, and helped to establish an ongoing dialogue with pupils about the learning process. Reprinted from Topic, 23, Spring 2000.
The significance of formative assessment strategies for student learning has been summed up by Paul Black and Dylan Wiliam in their review of all research data from 1988 to 1998. Twenty English teachers from a range of New Zealand secondary schools were asked how they understood the relationship between formative and summative teaching strategies, the distortion of assessment feedback by “necessary” classroom management functions, and the clash between “competitive” and “personal improvement” assessment purposes in the classroom.
Two ERUDITE (Educational Research Underpinning Development in Teacher Education) case studies of teacher-child interactions during a social studies curriculum unit focus on a Samoan boy who is a beginner at learning English, and his class teacher. The case studies explore how the teacher supports his curriculum learning and his English language learning. The analysis shows teachers can engage ESOL learners with curriculum content from the outset, and identifies effective teacher strategies.
Guided reading is a key component of classroom literacy programmes in New Zealand. The Ministry of Education guidelines on how teachers should take guided reading sessions for emergent and early readers strongly emphasise the development of children’s understanding of the text. Ken Blaiklock questions the effectiveness of the guidelines, in relation to current research on the factors that most contribute to children’s rapid progress in the beginning stages of learning to read.