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ERIC Number: EJ1240286
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1175-9232
EISSN: N/A
Results from a Longitudinal Early Literacy Intervention Study: Expected and Unexpected Outcomes
Chapman, James W.
Kairaranga, v17 n2 p23-30 2016
Findings are presented from a two-year longitudinal study involving the "Quick60 Foundation" programme for beginning readers. This programme is a 32 week whole-class literacy curriculum that systematically and explicitly teaches key early literacy skills. End of Year 2 literacy performances of students receiving this programme during their first year of schooling were compared with students who received "regular" literacy instruction. Participants were in low decile Auckland schools, with large numbers of Maori and Pasifika students. At the end of Year 2, "Quick60" students outperformed comparison students on reading book level, word knowledge, and reading accuracy; results for reading comprehension were not statistically significant but in the expected direction for "Quick60" students. Surprisingly, students from home backgrounds rated by teachers as "normal" did not perform considerably better than students from "difficult" backgrounds. The results are discussed in terms of the benefits of explicit, code-orientated literacy instruction from the outset of schooling.
Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/kairaranga_home.cfm
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A