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Literacy Online. Every child literate - a shared responsibility.
Ministry of Education.

Research reports

20172016 | 2015 | 20142012 |  2011 | 2010 | 2009 |  pre2009 

Teaching approaches and strategies that work cover image

Teaching approaches and strategies that work (published 2017)

This evaluation looks at teaching approaches and strategies used in schools where there has been a significant increase in the number of students at or above National Standards in the upper primary school years (Years 5 to 8).

Report cover image.

What does an effective teacher of writing do that makes a difference to student achievement? (published 2017)

This article, based on an 18-month study of effective writing instruction amongst Year 5 to 8 students, concludes that effective implementation of three dimensions of effective practice (learning tasks; direct instruction; self regulation) are probable key levers in generating greater than expected learner gains in writing.

Digital technoliges for learning cover image.

Digital Technologies for learning: Findings from the NZCER national survey of primary and intermediate schools (published 2016)

This report looks at the role of digital technologies for learning in primary and intermediate schools. It draws on data from the NZCER National Survey of Primary and Intermediate Schools, which was conducted in late August and early September 2016. The survey asked how digital technology is being used, how it could be used, and what it means for teaching and learning.

TLRI Literacy report cover.

Literacy research that matters. A review of the school sector and ECE literacy projects (published 2015)
This is the second report in the Teaching and Learning Research Initiative (TLRI) Project Plus series. It looks at the 18 literacy-related projects in the early childhood and schools sector funded by the TLRI between 2003 and 2014. It considers what the community of researchers see as important in literacy teaching and learning, the problems to be tackled, the approaches taken and the new knowledge that has been built. 

Annual monitoring of reading recovery (published most recently 2015)
As part of the continuing evaluation of the implementation of Reading Recovery, schools with Reading Recovery are asked to provide information for the Ministry of Education on an annual basis. This information is used to examine trends in the delivery of Reading Recovery and the progress of students, and to assist the Ministry in developing policies regarding literacy.

Raising achievement in primary schools:ALiM and ALL (published 2014)
This national report is a companion report to Raising achievement in primary schools. It presents further findings of how some of the primary schools were using the Ministry-funded support projects – Accelerated Learning in Mathematics (ALiM) and Accelerated Learning in Literacy (ALL) to accelerate progress and raise achievement.

Deliberate design: An analysis of the 2010–11 School Journals and Teacher Support Materials (published 2012)
This summary report was carried out by NZCER for Learning Media Ltd. 

Research evidence on reading for pleasure (published 2012)
The first section of this UK research highlights research evidence on reading for pleasure from domestic and international literature; exploring evidence on the trends and benefits of independent reading amongst both primary and secondary-aged children, as well as why children read. The second section covers the evidence on what works in promoting reading for pleasure.

Literacy learning in elearning contexts: Mining the New Zealand action research evidence (published 2012)
Academic researchers and teachers from early childhood education (ECE) centres, primary schools, and secondary schools worked collaboratively to re-examine data from archived action research inquiries in order to highlight how literacy learning can take place in e-learning contexts.

Making a difference to Pasifika student achievement in literacy (published 2012)
This research report explores classroom and school-related factors associated with improvements in the literacy achievement and progress of Pasifika students beyond expected levels in schools participating in the Literacy Professional Development Project (LPDP). It also identifies the nature of the professional development support that facilitated these outcomes.

PIRLS (progress in international reading literacy study) (published most recently 2011)
The Progress in International Reading Literacy Study (PIRLS) is a research project that provides information on the reading literacy of year 5 students.

  Evaluation of Literacy and Mathematics Additional Learning Programmes for Students 2011 (published 2011)
This research report outlines the findings of an evaluation of the Literacy and Mathematics: Programmes for Students 2011, a Ministry of Education initiative to provide additional teacher time to enable selected schools to organise programmes for students who were assessed as ‘below’ or ‘well below’ the National Standards in mathematics, reading or writing. This initiative allowed a primary or intermediate school to design programmes in mathematics, reading or writing for a group of students to work intensively with a selected teacher.

Literacy teaching and learning in eLearning contexts (published 2011)
This report presents the findings of a research project on literacy teaching and learning in e-Learning contexts carried out by CORE Education and the New Zealand Council for Educational Research (NZCER) for the Ministry of Education in 2009.

Report cover.

Literacy and eLearning: Possibilities for transformation (published 2010)
In 2009, Ministry of Education designated literacy as the overarching theme for the e-leaming teacher fellowship programme. Teachers were invited to submit plans for class-based inquiries with a literacy focus and to provide evidence of their expertise in literacy as well as in e-learning. 

Report cover.

Literacy Learning Progressions: Report on feedback on the draft document (published 2009)
This report provides an analysis of responses to the draft Literacy Learning Progressions and makes recommendations for the next phase of development.

Reading and writing in years 1 and 2 (published 2009)
The early years of primary school are a critical time for children. This is when they learn the reading and writing skills they need to engage with all aspects of The New Zealand Curriculum. When children start school, each child’s literacy experience and knowledge is different. How well this experience and knowledge is recognised and used in their education on a daily basis is, to a large extent, in the hands of their teacher.

Research pre 2009

Literacy Professional Development Project: Identifying Effective Teaching and Professional Development Practices for Enhanced Student Learning (published 2007)
The Literacy Professional Development Project (LPDP) began in March 2004. The LPDP has a focus on improving teacher content knowledge in literacy, pedagogy and practice, and building effective professional learning communities. The project provides schools with an evidence-based professional development programme which aims to improve student learning and achievement in literacy.

Evaluation of the Literacy Professional Development Project (published 2007)

The Literacy Professional Development Project (LPDP) began in March 2004. The LPDP has a focus on improving teacher content knowledge in literacy, pedagogy and practice, and building effective professional learning communities. The project provides schools with an evidence-based professional development programme which aims to improve student learning and achievement in literacy.

Evaluation of the Home-School Partnership: Literacy Programme (published 2007)
This report provides an evaluation of the home-school partnership: literacy programme carried out in 2006–7 by the New Zealand Council for Educational Research (NZCER) for the Ministry of Education (MOE).

Report cover.

An Evaluation of the Use and Integration of Readymade Commercial Literacy Packages into Classroom Programmes (published 2004)
This research identifies effective teacher practice for integrating commercially-produced readymade learning materials into classrooms to meet student learning needs. The research focused on practice with respect to literacy packages but the findings have resonance for other curriculum areas. The project investigated how low decile schools integrated five selected reading packages into their classroom reading programmes over two years, and identified effective practice around identifying and diagnosing student needs, selecting appropriate packages based on these needs, implementing the package and ongoing monitoring and evaluation. Sustainability was also considered.

Evaluation of the Literacy Leadership Initiative: The Enhancement Programme 2001 (published 2003)
The Literacy Leadership initiative was established in 2000 as part of the Ministry of Education's Literacy and Numeracy Strategy. The Enhancement Programme comprised professional development and support from a facilitator for principals and leading teachers of literacy to review their current literacy practices, and plan, implement and review a classroom initiative related to a goal for literacy improvement. This evaluation looked at evidence for student achievement in literacy as a result of the programme; necessary conditions for programme success; and school-based structures and processes supporting sustainable literacy improvement.

Pathways over the transition to schools: Studies in family literacy practices and effective classroom concepts for Māori and Pasifika children (published 2002)
Two outcomes of research and development are described in this report. One is the development of a set of resources suitable for family literacy education. The second is a set of research goals involving Māori and Pasifika families.

Picking up the pace (published 2002)
This research project delivered concentrated professional development in literacy instruction to groups of early childhood and new entrant teachers in decile one schools in Mangere and Otara. The outcome was a substantial lift in the reading and writing achievement of new entrants. Picking up the Pace was a component of the Early Childhood Primary Links via Literacy (ECPL) Project which was part of a much broader project, Strengthening Education in Mangere and Otara (SEMO), which aimed to raise achievement significantly among students in these two communities.

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Published on: 19 Feb 2016




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