Gaps in basic literacy teaching
Some Kiwi children face a battle to learn to read and write because of gaps in teaching, a top education official says, and practices will be reviewed.
The admission comes in response to falling international rankings in literacy and criticism from educators and academics that teacher training and classroom practices skip some of the most basic lessons for beginner readers, setting many children’s learning back.
New Zealand classrooms are ‘‘rich literacy-learning environments’’, but aren’t serving all children well, says Ellen Macgregor-reid, deputy secretary of early learning and student achievement for the Ministry of Education.
‘‘We know our current literacy practices work for most students, but not for all, and are continually examining ways of assisting children who face challenges learning to read.’’
Resources, guidance and interventions were being looked at, she said.
The criticism from academics and experts follows a double blow to faith in Kiwi teaching last month. In December, research was released showing ‘‘widespread’’ lack of confidence in new graduates’ capabilities, professional training and selection, and the Education Council announced it would review and redesign teacher training qualifications.
Days earlier, the latest international literacy rankings for children showed New Zealand had dropped eight places, to 33rd of 50 countries, in the Progress in International Reading and Literacy Study, which the ministry participates in.
‘‘We will be exploring the data more fully, and looking to the bestperforming countries to understand what they are doing,’’ Macgregor-reid said.
Massey University literacy Professor James Chapman has said the fall in rankings was not surprising, because some of the most basic steps are not being taught to 5-year-olds.
He suggested teachers weren’t making full use of phonics, where pupils ‘‘sound the word out’’.
‘‘We know from our research that many teachers know what what they do does not work for many children. These teachers want to do a better job.
‘‘The international and New Zealand research provides overwhelming evidence that [phonics-based] instruction benefits all children, but is especially helpful for children who have limited or different language experiences when they start school.’’
New Zealand was No 1 in the world in literacy rankings in 1970, he said, but current practices disadvantaged about 25 per cent of children. ‘‘This is unacceptable and causes social and emotional difficulties for many children and many parents.
‘‘Despite hundreds of millions of dollars being allocated to improving literacy learning outcomes by various governments since around 2001, no improvement in literacy achievement has resulted.’’
Macgregor-reid agreed phonemic awareness was ‘‘fundamental’’ to early success in reading and writing, but said it was already ‘‘integral’’ to literacy teaching in classrooms.
Teachers were provided with ‘‘extensive guidance’’ about effective teaching approaches, she said. And a Ready to Read Teacher Support document was available online dealing with ‘‘Sound Sense, Phonics and Phonological Awareness’’, to help teachers provide phonics learning.