Secondary literacy (published 2013)
National and international evidence suggests that in many education systems, including New Zealand, large numbers of students graduate from or leave school without the levels of literacy and language knowledge and skills needed for successful 21st century living.
The Education Review Office (ERO) is an independent government department that reviews the performance of New Zealand’s schools and early childhood services, and reports publicly on what it finds.
Literacy skills of young adult New Zealanders (published 2011)
This report explores how the literacy of young adults (aged 16-24) in New Zealand varies according to a wide range of factors. Literacy here refers to literacy in English only, and the main aspect of literacy considered is document literacy, which refers to the ability to read and interpret non-continuous texts, such as tables, diagrams and maps. To highlight the relationships of the factors with the document literacy scores of young adults, comparisons are made with the effects of the factors in the population aged 25-65.
Factors linked to young adult literacy (published 2011)
This report explores the factors linked to the literacy of young adults (aged 16-24) in New Zealand using statistical modelling. Literacy here refers to literacy in English only, and the particular aspect of literacy considered is document literacy, which refers to the ability to read and interpret non-continuous texts, such as tables, diagrams and maps. To identify the factors especially important to young people, it compares these with the factors related to document literacy in the population aged 25-65.
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.
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.
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.
Published on: 12 Sep 2014