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ERIC Number: ED447445
Record Type: Non-Journal
Publication Date: 2000-Jul
Pages: 15
Abstractor: N/A
Reference Count: N/A
New Zealand's Response to the Literacy Issues of the 1990's.
Limbrick, Libby
The 1970 International Educational Achievement (IEA) survey had placed New Zealand's nine- and fourteen-year-olds first in reading achievement in comparison with all other participating countries. By the time the 1990 IEA survey took place, however, mean achievement levels had slipped somewhat, and by the mid-1990s New Zealand's reputation was becoming tattered. Subsequent analyses of the 1990 survey indicated that while the country had high means and very high achievement, it also had the greatest difference between high achievers and low achievers. This paper considers what has happened in New Zealand to bring about these changes. The paper discusses demographic changes, political changes, teacher shortages, the plethora of educational publishers aiming for a global market, the public's response, and the government's response. It also considers what is happening now, a year after the Taskforce Report. It states that the government set a goal of enhanced reading and writing achievement of children in the first four years of schooling. Noting that the next international comparison is imminent, the paper concludes that: literacy educators must be able to articulate their clear understanding of the constituents of effective practice; literacy teaching must be based on the perceptive assessment of children's strengths and needs, informed by current and relevant research; literacy teaching must use implicit and explicit approaches that are balanced to the needs of children and avoid single "silver bullet" solutions; and strong community and family links are essential for acknowledging and building on the increasing diversity in the schools. Contains 11 references. (NKA)
Publication Type: Opinion Papers; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand