Journal article

Is reading on screen is the same as reading on paper? Is reading comprehension the same in both media? After reviewing relevant research, the article describes and reports the results of an NZCER research project that compared data records from online and paper-based versions of the assessment tool PAT:Reading Comprehension.

The learner-centred and experiential pedagogical approach encouraged by the revised New Zealand Curriculum can be problematic for teachers who are used to delivering courses in teacher-fronted ways. Using the Learning Languages learning area as the context, this article presents the case of one New Zealand teacher who completed an initial teacher education programme in 2016 and who, in the course of the year-long programme, was required to shift her thinking and practice from teacher-led to learner-centred.

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.

Current national and international research indicates the summer break can negatively affect students’ reading achievement. To counter this effect, our primary school with a range of students worked in collaboration with our local public library to plan and implement a summer reading programme. The purpose of the programme was to increase students’ reading engagement with the aim of improving reading achievement levels. The outcomes indicated the importance of focused literacy teaching and learning, relationships, and effective communication.

Literacy support and intervention can occur effectively within secondary social studies classes, rather than withdrawing students from regular instruction, by focusing on the literacy skills and knowledge relevant to
that subject. Collaboration between literacy leaders, teachers, and facilitator supports the design and implementation of a coherent literacy intervention, and builds capacity to undertake similar interventions in the future.  Student achievement outcomes can be improved through collaborative interventions.

Over a period of 4 years (2012−15) the kaupapa Māori research project Ka Whānau mai te Reo focused on how whānau reo Māori development is, or could, be supported as whānau move into, within, and beyond the compulsory education sector. Transition practices that prioritise te reo Māori would be a positive step forward in schools’ support for reo Māori learners, but this has to happen in conjunction with prioritising te reo Māori in everyday practice.