Jo Fletcher

Raising Literacy Achievement in Reading: How Principals of 10- to 12-Year-Old Students Are Making This Happen.

Many studies show that school leadership is a key factor in supporting change within schools, but few have specifically considered the impact leadership has on gains in students’ reading outcomes. This article focuses on factors that typify leadership in schools where such gains have been identified and explores the nature and quality of leadership that contribute to a school environment conducive to improving the reading achievement of 10‐ to 12‐year‐old students. Interviews were conducted with principals and other relevant parties at five New Zealand primary schools. Findings showed that the schools’ principals were openly passionate about raising students’ literacy achievement. They provided tangible support for all staff, particularly in the form of whole‐school professional development in literacy. They trusted their staff, worked collaboratively with them and were committed to using summative standardized reading assessment as a means of identifying students’ ongoing literacy needs and tracking the assessment of learning.

Raising numeracy and literacy to improve vocational opportunities

In this paper, we examine interviews with 34 stakeholders including tutors, administrators and adult education policy analysts who were working in the area of adult numeracy and/or literacy education. This provided opportunities for our research team to build up a clearer picture of the current status, plans, benefits and barriers related to improving adult numeracy and literacy with a particular emphasis on new technologies such as e-learning. The interviews provide a wide-ranging perspective of the factors which can help increase the viability of programmes for improving numeracy and literacy skills within adult learning environments. This includes a particular emphasis on new delivery methods, such as e-learning, mixed media and distance delivery to maximise student engagement and opportunities. Computer-related strategies provide new opportunities to meet learners’ individual needs.

A review of “effective” reading literacy practices for young adolescent 11 to 13 year old students

This research article explores what exactly “effective” reading literacy practices are for 11 to 13 year old students and examines discourses surrounding what is meant by “effective” practices in literacy education. It discusses the issues surrounding what in today’s educational world, measurements of “effectiveness” in schooling and more specifically literacy learning are and how they are frequently sought to provide accountability and reassure public perceptions. The article argues that although the understandings and debate around measuring “effectiveness” continues, sound pedagogical practice in reading (and learning in general) is to assess, monitor and identify the individual student’s needs and use that data to provide learning opportunities to build and develop understandings. The article explores research investigations on effective schools where teachers have been nominated as effective practitioners in literacy teaching. It examines studies of schools that were undergoing school reform/professional development to improve literacy teaching.

What are the school-wide strategies that support sustained, regular and effective instructional reading programmes for 10–13-year-old students? A New Zealand experience

There is a significant body of international research indicating that reading instruction does not consistently occur in the final years of primary schooling and progress drops-off as students move through the schooling system. This paper uses case study research to investigate the interactions and the self-perceptions of five literacy leaders, eight teachers of 10–12 year-old students and their principals in five New Zealand primary schools. The schools had been nominated as succeeding in teaching reading in the upper primary school by literacy experts. The article is part of a wider ongoing research project based on a substantial investigation of reading in the final years of primary schooling. All schools had a designated literacy leader who played a key role in supporting literacy development across the school. They were supporting teachers in further developing their knowledge of reading processes and strategies to improve instructional reading at the Year 7 and 8 levels. At all five schools the principals strongly supported the whole school ongoing professional development in reading. The literacy leaders played a significant role in supporting teachers and providing a cohesive alignment within their long-term, school-wide plan to improve reading achievement. Teacher knowledge of literacy processes was evident with teachers planning explicit instruction around text. Vocabulary knowledge and comprehension strategies were recognised as two key areas. School-wide assessment data and in-depth analysis of the implications of the results were discussed amongst staff.

What is happening when teachers of 11–13-year-old students take guided reading: a New Zealand snapshot

This paper focuses on eight teachers nominated as effective in teaching reading to 11–13-year-old students. Data consisted of interviews and unstructured and structured observations of the guided reading lessons. The qualitative data and their analysis explored the research participants’ views to give more detail and filter the quantitative results. The research found although these schools and teachers had been identified as effective in the delivery of reading instruction, there appeared overall to be a need for further development in allowing more student-led dialogue and less teacher dominated discourse. The number of times the majority of these teachers instigated instructional strategies during a guided reading lesson impacted on power relationships countering dialogic discourse.

Poto He Anga: Collaboration and Consultation in Pasifika Research

Research into the literacy of Pasifika (Pacific Island) children has predominantly focused on what the children cannot do. We present a layered account as we report on the issues, strategies and learnings from a project that set out to focus on success. With the guidance of matai (chiefs) we drew on the traditional Pasifika approach of Talanoa to allow important stories to be told. Talanoa both supports and challenges traditional and alternative Palagi (a Polynesian word for European) approaches to qualitative research. Three critical issues for researchers are identified: group ownership and control of the process and outcomes, the importance of collaboratively sharing research outcomes with the researched and the wider Pasifika community, and the value of opportunities for Pasifika and Palagi to undertake Pasifika research together.

Leading change in reading for young adolescents: what is happening in New Zealand?

Abstract Effective school leadership in supporting outcomes for all students is critical. This study focuses on six New Zealand principals as they endeavour to make a difference to reading outcomes for 11 to 13 year-old students. In New Zealand, there are approximately 20% of students who are underachieving in reading. Once they reach the final years of primary schooling, this is the final opportunity to rectify this underachievement before these at-risk students enter secondary schooling. Interviews were conducted with the six principals at six case study schools, which represented a range of schools. Findings showed that there was widespread use of standardized testing results in reading to provide accountability for the New Zealand National Standards requirement, and also to inform next teaching steps. However, principals differed in the manner that they led the schools-wide analyses of the data. There was a stark diversity in the implementation of sustained and focused professional development in reading. The use of teacher aides to support our most vulnerable students, low-progress readers and English Speakers of Second Language was widespread, with only two schools providing in-school support and training of these paraprofessionals.

Supporting and encouraging young adolescents in New Zealand to be effective readers

Abstract Young adolescents are at a critical age in their schooling as they transition from primary schooling into secondary education. The reading development of these young adolescents in New Zealand occurs within a variety of contexts. Reading is not only a complex skill to achieve, but it is also contextual. Therefore, understanding the context and the perceptions of key people who have specific roles in supporting reading, are the cornerstones of knowing how we as a society can improve reading outcomes for all students. Prompted by concerns about motivation to read and achievement in reading of students in the middle years of schooling, this study focuses on the interviews of 57 participants at six case study schools, comprising a range of school types in New Zealand. The participants included 11–13-year-old students, their teachers, principals and parents. Participants were asked about the reading practices that were happening to support and encourage reading development and the ways parents supported reading. The analysis of these interviews and associated research literature in this study, employs an ecological lens, where the student is in the centre of a series of interrelated concentric systems that all influence development and learning. The research found that there was a complex array of factors evident within each school environment which interplayed with supporting reading for young adolescent students.

Leading change to co-teaching in primary schools: a “Down Under” experience

Abstract Traditional conceptions of teaching are being challenged as many schools, especially in New Zealand and Australia, are designing and implementing multi-class flexible learning environments. These de-privatised, innovative learning spaces provide opportunities for teachers to work differently in collaborative co-teaching teams to collectively address diverse learners’ needs. This mixed method study investigates the perspectives of teachers’ and principals’ experiences of transitioning to a co-teaching environment and highlights some of the emerging opportunities and challenges that leaders face in supporting teachers to work effectively in these collaborative contexts. While leading the transition requires vision and provision of organisational resources, the findings endorsed the need for professional learning and development to equip teachers to work together effectively with a strong focus on improving student outcomes.

What Do Parents in New Zealand Perceive Supports Their 11- to 13-Year-Old Young Adolescent Children in Reading?.

ABSTRACT Learning to read is a complex process with many people being influential in supporting the success of students. As young adolescents often tend to show a lower motivation to read and also as at this critical time in their schooling, more curriculum areas require students to be competent readers, this article focuses on how parents can play a complementary role alongside the students’ teachers. Nine parents of 11- to 13-year-old students in New Zealand were interviewed using a semi-structured interview schedule. The research found that even though the parents had a range of formal educational qualifications or lack of them, they all wanted their children to be successful readers. Their interest, personal experiences and perceived ability in reading were seen to be influential in encouraging children to read.