Titlebook: Excellence and Equity in Literacy Education; The Case of New Zeal William E. Tunmer (Distinguished Professor of Educ Book 2015 The Editor(s

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Morose

Findings from New Zealand’s Participation in the Progress in International Reading Literacy Study inachievement outcomes because the adopted national literacy strategy of “doing more of the same but better” has failed. This chapter presents evidence in support of this claim that comes from the latest Progress in International Reading Literacy Study (PIRLS 2011). The report, which was released in D

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Is Reading Recovery an Effective Early Literacy Intervention Programme for Children Who Most Need Liking only limited progress in reading after a year of formal reading instruction. The programme was implemented throughout the country in the mid- to late 1980s to assist those children whose reading progress falls in the lowest 15%–20% of the enrolment cohort in any given school. Clay (1987) was ve

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Excise

Pedagogical Constructivism in New Zealand Literacy Education: A Flawed Approach to Teaching Readingcues model of reading adopted by the MoE is fundamentally flawed. The chapter is divided into three sections. The first section provides an overview of the development of pedagogical constructivism in New Zealand literacy education. The second section summarizes arguments and evidence against the co

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Literate Cultural Capital and Matthew Effects in Reading Achievementbuted to the failure of New Zealand’s national literacy strategy: the failure to respond adequately to differences in literate cultural capital at school entry and restrictive policies during the first year of literacy teaching. In this chapter, we argue that both factors trigger Matthew effects in

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Meeting the Needs of Beginning Readers through Differentiated Instructionbeen a major contributing factor to the failure of New Zealand’s national literacy strategy and the large variation in literacy scores on international surveys, such as the Progress in International Reading Literacy Study (PIRLS). Prochnow, Tunmer, and Arrow, in Chapter 7 of this volume, extended th

gnarled

Teacher Knowledge Needed for Differentiated Early Reading Instructionfering skill needs of beginning readers (see Chapter 8 of this volume). To provide for effective differentiated instruction, it is important for teachers to have an understanding of how reading and writing develops. Attaining that understanding, however, is frequently a problem.

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Commonwealth

Book 2015ndamental in achieving social justice. New Zealand’s literacy education programme has long been regarded as one of the world’s most successful approaches to teaching literacy skills to young children. .Excellence and Equity in Literacy Education. questions this widely held assumption. In the late 19