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ERIC Number: EJ885708
Record Type: Journal
Publication Date: 2010-May
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1030-0112
"Mind the Gap": Effective Literacy Instruction for Indigenous Low-Progress Readers
Wheldall, Kevin; Beaman, Robyn; Langstaff, Elizabeth
Australasian Journal of Special Education, v34 n1 p1-16 May 2010
A large gap is evident between the reading and related skills performance of Aboriginal students compared with that of their non-indigenous peers and this gap increases over the primary years of schooling. In this study, 34 students attended a tutorial centre in Sydney for older low-progress readers in Years 5 and 6, for two school terms. All students were referred by their schools on the basis of their reading difficulty and low socioeconomic status. The parents of 14 of these students self-identified as being Aboriginal. All students received an intensive, systematic skills-based remedial reading and spelling program (mornings only) and were assessed on a battery of literacy measures both prior to and following the two term intervention. The pre- and post-test raw scores on all measures were analysed to determine the efficacy of the program. The group as a whole made large and highly significant gains on all measures of reading accuracy, comprehension, single word reading, non-word reading, spelling and oral reading fluency. There were no significant differences in gain between the two subgroups indicating that the program of instruction was equally beneficial for both Aboriginal and non-Aboriginal students.
Australian Academic Press. 32 Jeays Street, Bowen Hills, Queensland 4500, Australia. Tel: +61-7-3257-1176; Fax: +61-7-3253-5908; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia