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READING RECOVERY AND THE FAILURE OF THE NEW ZEALAND NATIONAL LITERACY STRATEGY LITERACY STRATEGY

Evidence from the Progress in International Evidence from the Progress in International Reading Literacy Study (PIRLS) 2011 and Reading Recovery Monitoring Reports g y g p

Willi E T & J W Ch William E. Tunmer & James W. Chapman Institute of Education Institute of Education Massey University

Introduction Introduction

• In response to growing concerns about NZ’s relatively

l i iti i lit hi t t th large inequities in literacy achievement outcomes, the government established the Literacy Task force in 1999.

• Taskforce responsible for providing recommendations

i d t i i lit hi t f ll t d t b t aimed at raising literacy achievement of all students but with particular attention given to “closing the gap between the lowest and highest students ” between the lowest and highest students. d f h kf d l

• Recommendations of the Taskforce constituted national

literacy strategy but no fundamental changes in NZ’s approach to literac ed cation recommended approach to literacy education recommended.

• Over a decade later, concerns were still being expressed

about the literacy achievement gap. In December 2011, h B i fi I i Mi i d the Briefing to Incoming Minister stated:

“ the gap between our high performing and low performing … the gap between our high performing and low performing students remains one of the widest in the Organization of Economic Cooperation and Development (OECD). These low performing students are likely to be Māori or Pasifika and/or from low socio‐economic communities. Disparities in education appear early and persist throughout learning ” (p 8) early and persist throughout learning. (p. 8)

• Based on these findings the Briefing concluded that:

Based on these findings, the Briefing concluded that:

“The greatest challenge facing the schooling sector is producing equitable outcomes for students.” (p. 23)

NZ’s high degree of variability in literacy NZ s high degree of variability in literacy achievement outcomes is surprising for two reasons: reasons:

• NZ has a unified national education system

y with a relatively uniform approach to literacy instruction and intervention.

• Reading Recovery (RR), an early intervention

program implemented throughout NZ in the 1980s, has as its stated purpose bringing t li d t l l f struggling readers to average levels of performance within 20 weeks.

Evidence that NZ’s National Literacy Strategy has Failed

Evidence comes from latest Progress in International Evidence comes from latest Progress in International Reading Literacy Study (PIRLS) 2011 report.

• PIRLS focuses on achievement and literacy learning

experiences of children from 45 countries in grades i l Y 5 i NZ (9 ld ) equivalent to Year 5 in NZ (9‐year‐olds).

• Reason 9‐year‐olds tested – period during which

d i ll f “l i d” students typically move from “learning to read” to “reading to learn.” l f d d

• 5‐year cycle of assessments administered in 2001,

2006, and 2011.

• PIRLS includes a test of reading comprehension and a
• PIRLS includes a test of reading comprehension and a

series of questionnaires, given to principals, teachers, parents and students to obtain information on parents, and students, to obtain information on reading behaviours, reading attitudes, and home and school contexts for reading. school contexts for reading. PIRLS reading comprehension test is designed to assess PIRLS reading comprehension test is designed to assess two aspects of reading literacy:

• Purposes for reading
• Processes of reading comprehension

Two purposes account for most of the Two purposes account for most of the reading done by young students:

• Reading for literary experience
• Reading to acquire and use information

Four types of comprehension processes are assessed across the two purposes of reading (literary experience, across the two purposes of reading (literary experience, acquiring information):

• Focus on and retrieve explicitly stated information –
• Focus on and retrieve explicitly stated information –

usually contained within a sentence or phrase.

• Make straightfor ard inferences

s all connecting

• Make straightforward inferences – usually connecting

two or more pieces of information contained with text. d d d f l

• Interpret and integrate ideas and information – involves

processing text beyond the phrase or sentence level,

• ften drawing on background knowledge and
• ften drawing on background knowledge and

experiences.

• Evaluate content language and textual elements
• Evaluate content, language and textual elements –

usually involves going beyond constructing meaning from text to critically reflecting on the text itself. from text to critically reflecting on the text itself.

li For PIRLS 2001 assessment, scaling procedures based on Item Response Theory were used to establish an international scale with a mean of 500 and a standard deviation with a mean of 500 and a standard deviation

• f 100.

To monitor within‐country changes in mean y g reading achievement across assessment cycles data from subsequent assessments cycles, data from subsequent assessments (2006, 2011) were linked to the 2001 scale.

PIRLS 2011 results – large disparity between good and poor readers has continued despite policies and resources aimed at p p closing gap.

• Average reading achievement score for

NZ in PIRLS 2011 not significantl NZ in PIRLS 2011 not significantly different either PIRLS 2001 or 2006.

Table 1 Means, standard deviations, and percentiles of the reading , , p f g achievement scores for New Zealand as a function of PIRLS test cycle

Percentile Scores Test Cycle Mean Scale Score Standard Deviation 5th Percentile 95th Percentile PIRLS 2001 529 93 360 668 PIRLS 2006 532 87 374 664 PIRLS 2011 531 88 373 666

• Number of countries that significantly

f d NZ (20) d d b f

• utperformed NZ (20) exceeded number of

countries that NZ significantly outperformed (17), similar to PIRLS 2006.

• Of six English‐speaking comparison countries,

all but one significantly outperformed NZ.

Table 2 PIRLS 2011 mean reading scores for English‐speaking comparison

Country Mean Scale Score Standard Deviation

g f g p g p countries

Country Mean Scale Score Standard Deviation

• 5. Northern Ireland

558 76

• 6. United States

556 73 10 I l d 552 75

• 10. Ireland

552 75

• 11. England

552 82

• 12. Canada

548 69

• 23. New Zealand

531 88

• 27. Australia

527 80

• Trend data revealed that although there were more

Trend data revealed that, although there were more increases than decreases in mean reading scores across countries from 2001 to 2011, NZ showed no across countries from 2001 to 2011, NZ showed no significant increases in reading performance.

• Standard deviation and range (between 5th and 95th

percentiles) for NZ’s reading scores almost unchanged from PIRLS 2001 and 2006 and exceeded values of most other countries, including those of six English‐ speaking comparison countries. L diff i di b

• Large differences in reading scores between

Pākehā/European and Māori/Pasifika students h d t d d unchanged over past decade.

Table 3 M di hi t f N Z l d Mean reading achievement scores for New Zealand as a function of ethnicity and PIRLS test cycle

Ethnic Group Ethnic Group Test Cycle Pākehā/ European Asian Māori Pasifika European PIRLS 2001 552 540 481 481 PIRLS 2006 552 550 483 479 PIRLS 2011 558 542 488 473 PIRLS 2011 558 542 488 473

PIRLS bli h d i i l b h k (l PIRLS established international benchmarks (low, intermediate, high, advanced) based on type of i d bl questions students were able to answer.

• No significant changes from PIRLS 2001 or 2006
• No significant changes from PIRLS 2001 or 2006

results in relatively high percentage of NZ students who failed to reach low international benchmark who failed to reach low international benchmark, despite general improvement across countries in percentages of students reaching benchmarks from percentages of students reaching benchmarks from 2001 to 2011.

• NZ’s 8% failure rate exceeded by only 13 countries

(Australia = 7%). (Australia 7%).

Child diff tl i th t f lit t lt l Children differ greatly in the amount of literate cultural capital they posses at school entry.

• Literate cultural capital – a generic term referring to

important reading related knowledge and competencies important reading‐related knowledge and competencies that are an outgrowth of activities in the home environment that support early literacy development. environment that support early literacy development.

• Research indicates that the higher the level of literate

Research indicates that the higher the level of literate cultural capital possessed by children at the beginning

• f school, the more they profit from instruction, they

y p y learn to read sooner, and they read better than children who have less literate cultural capital.

Li l l i l h l i l d Literate cultural capital at school entry includes:

• Oral language skills (especially vocabulary

g g ( p y y knowledge)

• Familiarity with “book” language

Familiarity with book language

• Basic understanding of concepts and conventions of

printed language printed language

• Knowledge of letter names and sounds
• Preconventional spelling ability (e.g., KLR for colour)
• Sensitivity to subcomponents of spoken words

y p p

• Sensitivity to semantic and syntactic constraints of

sentences sentences

According to data from the PIRLS 2001, 2006, and 2011 studies, differences in literate cultural 2011 studies, differences in literate cultural capital at the beginning of school are associated with much larger differences in future reading with much larger differences in future reading achievement in NZ than in most other countries.

• Early Literacy Activities (ELA) scale and

Parents Like Reading (PLR) scale were used in the PIRLS 2011 study – expanded versions of y p earlier PIRLS measures.

• ELA based on frequency with which parents

based o eque cy t c pa e ts engaged their children in nine literacy‐related activities prior to school entry: p y

Reading books, telling stories, singing songs, playing with alphabet toys, talking about things done, talking about things read, playing word games, writing letters or d di l d i d l b l words, reading aloud signs and labels.

• Difference of 38 scale points in mean reading scores

between NZ students in often and sometimes categories of ELA was larger than all but four countries (much larger than international mean difference of 23 points).

PLR b d ’ d f

• PLR based on parents’ degree of

agreement/disagreement with seven statements di h i i d d di regarding their attitude toward reading. F l I d l if I h t R di i

• For example, I read only if I have to; Reading is an

important activity in my home; I like to spend my ti di I d l if I d i f ti spare time reading; I read only if I need information. Diff f 40 l i t i di

• Difference of 40 scale points in mean reading scores

between NZ students in like and somewhat like t i f PLR l th ll b t t categories of PLR was larger than all but two countries (much larger than international mean diff f 28 i t ) difference of 28 points).

C l i Conclusions

Little or no progress in reducing literacy achievement Little or no progress in reducing literacy achievement gap despite PIRLS findings indicating that NZ was generally well above international means in: generally well above international means in:

• School resources for teaching reading – books,

computers, school libraries (no reading resource shortages indicated).

• Classroom learning environment – high emphasis
• n academic success, including teachers’

expectations for student achievement; collaboration among teachers was strong; amount of instructional time spend on teaching reading was fourth highest.

• School climate – schools safe and orderly,

h ki di i d h teacher working conditions good, teacher career satisfaction above average.

• Level of formal education – above average, a

d d f i degreed profession.

Reading Recovery and the National Literacy Strategy

R di R (RR) i ll i l d

• Reading Recovery (RR) – a nationally implemented

intervention program for children struggling to learn to read after a year of schooling read after a year of schooling.

• Program involves one‐to‐one withdrawal instruction for

Program involves one to one withdrawal instruction for 30 – 40 minutes per day for 12 – 20 weeks by a specially trained RR teacher. trained RR teacher.

• Goal of program is to accelerate students’ reading

achievement to the average level of their peers within a 20 – week period.

RR introduced throughout NZ in late 1980s and has RR introduced throughout NZ in late 1980s and has been a major part of the literacy strategy. However, available data indicate that over the past decade RR available data indicate that over the past decade RR has had little or no impact on reducing NZ’s relatively large literacy achievement gap large literacy achievement gap.

• Of the total 6‐year‐old population, 14% entered RR in

2011 (18% in schools offering RR).

• Of the total 6‐year‐old population of Māori and

Pasifika (Polynesian descendants from Pacific Islands), 24% were involved in RR, compared with 17% of NZ E /P k h d European/Pakeha students.

• Māori and Pasifika made up 44% of the students

involved in RR The higher participation rate for involved in RR. The higher participation rate for Māori/Pasifika indicates that they were already more likely to fall behind in reading after only one more likely to fall behind in reading after only one year in school.

• Home language not considered a major issue as only

ll b f h h ld l k a small number of these children learn to speak Māori or a Polynesian language as a first language.

• RR is more likely to be implemented in high‐decile

RR is more likely to be implemented in high‐decile (8‐10) schools (71%) than in low‐decile (1‐3) schools (56%) due largely to RR’s perceived ineffectiveness (56%), due largely to RR s perceived ineffectiveness for students attending low‐decile schools (decile rankings are based on the income/SES level of the rankings are based on the income/SES level of the neighborhood the school serves).

• Māori/Pasifika children and children from low
• Māori/Pasifika children and children from low‐

income backgrounds are less likely to be successfully discontinued despite having received successfully discontinued despite having received more lessons and extra time in RR (stable pattern

• ver past decade)
• ver past decade).
• Of the total number of children “referred on” (not

successfully discontinued), 49% were Māori or Pasifika.

Research also strongly indicates RR is differentially effective; RR is not effective for those struggling readers who need help the most. Claim supported by data from three assessments taken before and after RR for successfully discontinued and referred

• n students:
• Entry and exit scores for successfully discontinued

Entry and exit scores for successfully discontinued children were much higher than those for referred on children referred on children.

Discontinued entry M 13 M = 13 Referred On entry Referred On entry M = 6 Di ti d it Discontinued exit M = 29 Referred On exit M = 17

Discontinued entry M = 23 Referred On entry Referred On entry M = 10 Discontinued exit M = 57 Referred On exit M = 32

Discontinued entry Discontinued entry Mdn = 5 Referred On entry Mdn = 2 Discontinued exit Discontinued exit Mdn = 18 Referred on exit Mdn = 13

• RR children in high decile schools were more likely to

RR children in high decile schools were more likely to enter and exit from RR with higher scores than children from low decile schools.

• Research further indicates that many of the lowest‐
• Research further indicates that many of the lowest‐

performing 6‐year‐olds are excluded from RR because they are considered not ready or less likely to benefit they are considered not ready or less likely to benefit from the program or are withdrawn early from RR because they failed to make expected rates of progress. y p p g

• Children who are more likely to benefit from RR are

Children who are more likely to benefit from RR are further along the developmental progression from prereader to skilled reader. p e eade to s ed eade .

Phases of word learning proposed by Ehri and McCormick (1998)

Pre‐Alphabetic Phase Pre Alphabetic Phase Partial‐Alphabetic Phase Full‐Alphabetic Phase Consolidated‐Alphabetic Phase A tomatic Phase Automatic Phase

• Children at low end of developmental progression

need more intensive and explicit instruction in need more intensive and explicit instruction in phonological skills than what is provided in RR.

• Chapman et al. (2001) found in a longitudinal study of

h d h f il d hi i ifi RR that students who failed to achieve significant progress or maintain modest gains had limited h l i l kill b i i f d i phonological skills at beginning of program, during year preceding entry into RR, and during year f ll i i i i i RR following participation in RR.

S l (2014) i i d RR h h

• Serry et al. (2014) interviewed RR teachers who

indicated that RR was best suited for students with l ti l i d l i di t relatively minor delays in reading progress, not children with more severe problems.

• Center et al. (2001) found that the effectiveness of RR

( ) interacts with type of classroom instruction. RR students in code‐oriented classrooms outperformed p RR students in whole language classrooms on four reading measures (although on average, RR students in both types of classrooms failed to reach the average level of their peers on any reading measure).

Major aim of RR is to help struggling readers to develop a “self extending system” of reading develop a self‐extending system of reading strategies so that they can learn effectively in the regular classroom without additional support regular classroom without additional support.

• NZ research indicates that positive maintenance

effects for the majority of successfully discontinued children are modest or non‐existent.

• Recent studies (Jesson & Limbrick, 2014; Nicholas &

P khill 2013) h d h Parkhill, 2013) showed that mean scores on standardized tests 2, 3, and 4 years following di ti ti f RR 1 d b l discontinuation from RR were on average 1 sd below that of same‐age cohorts. Only 1/3 of students in b th t di hi d l l hi h both studies achieved average level or higher.

PIRLS 2011 Data in Relation to Reading Recovery

NZ reading mean 531 (SD=79 Non‐remedial mean 568 (SD=80) RR mean 493 (SD=80) Maori RR mean 469 Pasifika RR mean 463 Deciles 1‐2 RR mean 452 Deciles 9‐10 RR mean 515

The aim of Reading Recovery is to prevent literacy difficulties at an early stage before they begin to affect a child’s educational progress. Providing extra assistance to the lowest achievers after one year in school, it operates as an effective prevention strategy against later literacy difficulties. Nationally, it may be characterised as an insurance against low literacy levels” (emphases added). y ( p )

https://www.readingrecovery.ac.nz/reading_recovery/

RR has had little or no impact on reducing NZ’s relatively large literacy achievement gap. e acy ac e e e gap

Why has New Zealand’s National Literacy y y Strategy Failed?

Continuation of NZ’s relatively large literacy achievement gap explained in terms of literate cultural capital, a rigidly constructivist orientation towards literacy education, and Matthew effects in reading.

• NZ has followed a predominantly constructivist

approach to literacy education for the past 25 years.

• Literacy learning is largely seen as a by‐product of

active mental engagement.

• There is little or no explicit teaching of

phonemic awareness and alphabetic coding phonemic awareness and alphabetic coding skills.

• Word analysis activities, if any, arise primarily

f th hild’ d i t t from the child’s responses during text reading and focus mainly on initial letter sounds.

• Underpinning the constructivist approach to

literacy teaching is the “multiple cues” theory literacy teaching is the multiple cues theory

• f reading (or “searchlights” model).

“ i ffi i t id d ti th “…in efficient rapid word perception the reader relies mostly on the sentence and y its meaning and some selected features of the forms of words Awareness of the the forms of words. Awareness of the sentence context (and often the general context of the text as a whole) and a glance at the word enables the reader to glance at the word enables the reader to respond instantly” (Clay, 1991, p.8).

Beginning readers “need to use their g g knowledge of how the world works; the possible meaning of the text; the sentence possible meaning of the text; the sentence structure; the importance of order of ideas, d f l tt th i f d

• r words, or of letters; the size of words or

letters; special features of sound, shape and layout; and special knowledge from past literary experiences before they resort to y p f y left to right sounding out of chunks or letter clusters or in the last resort single letters” clusters or, in the last resort, single letters (Clay, 1998, p.9, emphasis added).

Multiple cues theory of reading

Problems with constructivist/multiple cues Problems with constructivist/multiple cues approach:

• Making use of letter‐sound relationships is

the basic mechanism for acquiring word the basic mechanism for acquiring word‐ specific knowledge, which is required for the d l t f t ti it i d development of automaticity in word recognition.

• To discover mappings between spelling

pp g p g patterns and sound patterns, children must also develop phonemic awareness also develop phonemic awareness.

The development of word-specific sublexical connections The development of word specific, sublexical connections between the orthographic and phonological representations of words in lexical memory.

The transition from analytic to automatic processing of The transition from analytic to automatic processing of words in text.

Phonemic awareness is required to segment the letter q g sound (“buh”) or letter name (“bee”) to make the connection between the letter b and the phoneme /b/.

• Constructivist, multiple cues approach fails to

respond adequately to differences in reading‐ p q y g related skills and competencies (literate cultural capital) at school entry which in turn cultural capital) at school entry, which in turn triggers Matthew effects in reading.

• Children who do not possess sufficient

literate cultural capital at school entry will (without supplemental instruction) be forced ( pp ) to rely increasingly on ineffective word identification strategies identification strategies.

Th hild l i l i i

• These children not only receive less practice in

reading but soon begin to confront materials that diffi l f h hi h i ll l i are too difficult for them, which typically results in avoidance of reading, inattentive behaviour, low t ti f d ithd l f expectations of success, and withdrawal from literacy learning tasks (i.e., negative Matthew ff t ) effects).

• As a consequence they are prevented from taking
• As a consequence, they are prevented from taking

advantage of reciprocally facilitating relationships between reading comprehension performance and between reading comprehension performance and the two constituent components of reading (i.e., positive Matthew effects) positive Matthew effects).

These developmental spinoffs include: These developmental spinoffs include:

• Vocabulary growth

Vocabulary growth

• Ability to comprehend more syntactically

complex sentences l f h d l b

• Development of richer and more elaborative

knowledge bases knowledge bases

• Greater practice opportunities for building

fluency and facilitating implicit learning of letter sound patterns letter‐sound patterns

R i ll f ilit ti l ti hi (i iti M tth ff t ) Reciprocally facilitating relationships (i.e., positive Matthew effects) between reading achievement (R) and both word recognition (D) and

• ral language comprehension (C).

Word Recognition Language Reading Comprehension Language Comprehension

Contributing further to failure of NZ’s national literacy strategy are restrictive policies regarding first year of literacy teaching stemming largely from RR’s “wait‐to‐ fail” approach to reading intervention.

• First formal assessment of literacy skills in NZ occurs

at end of child’s first year of schooling with use of Clay’s Observation Survey.

• Clay (2005) argued against earlier assessment

because “the child should be given sufficient time to adjust to the school situation and a variety of

• pportunities to pay attention to literacy activities”

(p. 12).

Another factor contributing to large inequities in literacy Another factor contributing to large inequities in literacy achievement is the view that early skills‐based teaching is based on “deficit theory” that “pathologizes” children from y p g low‐income, culturally diverse backgrounds.

• Claim that skills‐based teaching is antithetical to culturally

responsive instruction is false, as teachers need to address the specific learning needs of struggling readers regardless of the specific learning needs of struggling readers regardless of cultural group or social class.

• No evidence that explicit instruction in essential reading‐

No evidence that explicit instruction in essential reading related skills cannot be done in a culturally sensitive manner.

• If terms like “reading difficulties,” “underachievement,” “skill

g , , deficiencies,” etc. are offensive, simply replace with “specific learning needs.”

What can be done to overcome the failure

• f New Zealand’s National Literacy

Strategy? Strategy?

• Use differentiated instruction from outset of formal

schooling that takes into account interactions between school entry reading‐related skills (high vs. low pre‐literate skills) and method of teaching reading (constructivist vs. explicit approaches).

• Acts of learning are the joint product of the learner
• Acts of learning are the joint product of the learner

and the environment (Byrne, 2005).

Division of Labour Continuum for Acts of Learning

Proportion of Input from Environment Proportion of Input from Learner High

High

ution of nment ution of rner Contribu Environ Contribu Lear

Low Low

Environment D d t Learner D d t Dependent Dependent Division of Labour Continuum for Acts of Learning

• Venezky (1999) argued that “phonics is a means

to an end, not an end itself” (p. 231). Explicit , (p ) p phonics instruction helps to initiate the process by which untaught spelling‐sound relationships by which untaught spelling sound relationships are acquired through implicit learning.

• Letter‐sound correspondences acquired by

direct phonics instruction are largely context free, whereas letter‐sound correspondences p acquired by implicit learning are mostly context‐ sensitive.

• As children develop in reading they will begin

As children develop in reading, they will begin making greater independent use of letter‐sound information to identify unfamiliar words in text information to identify unfamiliar words in text.

• Additional spelling‐sound relationships can then be

induced from the stored orthographic induced from the stored orthographic representations of words that have been correctly identified identified.

• For children encountering difficulty in developing

h bili i i i i l h d d the ability to perceive intuitively the redundant patterns and connections between speech and i li i i i i l h b i di kill print, explicit instruction in alphabetic coding skills is crucial.

Division of Labour Continuum for Acts of Learning

Early Word Learning Later Word Learning High High tion of ment ution of rner Contribut Environ Contribu Lear Low Low Environment D d t Learner D d t Dependent Dependent Division of Labour Continuum for Acts of Learning

• For some beginning readers, processes of

acquiring literacy skills are highly learner acquiring literacy skills are highly learner dependent (high literate cultural capital children); less explicit instruction needed children); less explicit instruction needed.

• For other children, literacy learning processes

are more environment dependent (low are more environment dependent (low literate cultural capital children); more t t d li it i t ti d d structured, explicit instruction needed.

Division of Labour Continuum for Acts of Learning

Environment-Dependent /Low Literate Cultural Capital Learner-Dependent/High Literate Cultural Capital High High tion of ment ution of rner Contribut Environ Contribu Lear Low Low Environment D d t Learner D d t Dependent Dependent Division of Labour Continuum for Acts of Learning

• Connor, Morrison, and Katch (2004) found

that for high literate cultural capital children (superior print knowledge, oral vocabulary), (superior print knowledge, oral vocabulary), better fitting instructional patterns (i.e., child managed meaning focused instruction) child‐managed, meaning‐focused instruction) resulted in about half a grade equivalent gain i d f di l ll in end‐of‐year reading scores over less well matched instructional patterns (i.e., teacher‐ managed, code‐focused instruction).

• For low literate cultural capital children better

fitting instructional patterns (i.e., teacher‐managed, code‐focused instruction) resulted in a difference of more than two full grade equivalents in end of year reading scores compared with poorly fitting instructional patterns (i.e., child‐managed, meaning‐ focused instruction).

• We are not advocating a return to isolated skill‐and‐

drill phonics instruction that is rigid, fixed, and lock‐ drill phonics instruction that is rigid, fixed, and lock step, with same lesson given to every child.

Continuum of Approaches to Beginning Reading Instruction

Isolated Skill‐and‐Drill Approach Metacognitive Strategy Teaching Approach Whole Language Approach

• Atomistic view of
• Dynamic view of
• Reading acquisition
• Atomistic view of

reading acquisition; reading broken down l b k ll

• Dynamic view of

reading acquisition; child seen as active l

• Reading acquisition

seen as natural process that is meaning driven; “ ” into several subskills

• Heavy emphasis on

learner

• Emphasis on

“no meaning, no gain”

• Minimal emphasis on

teaching subskills in isolation; much seatwork and use of developing self‐ improving strategies for recognizing words word analysis activities; should only arise incidentally in workbooks g g and on how and when to use such strategies y context of reading connected text.

• We are not advocating a focus on word level
• We are not advocating a focus on word‐level

skills that comes at the expense of language d k l d b d i f and knowledge‐based competencies; from a Simple View of Reading (SVR) perspective, balance is needed as both sets of skills are equally important in learning to read. equally important in learning to read.

The Cognitive Foundations of Learning to Read The Cognitive Foundations of Learning to Read

Knowledge of the Alphabetic Letter Knowledge Principle Alphabetic Coding Skill Word Recognition g Phonemic Awareness g Background Knowledge and Inferencing Skills Reading Comprehension Vocabulary and Phonological Knowledge Language Comprehension y Morphological Knowledge S t ti Linguistic Knowledge Syntactic Knowledge

Components of the Simple View of Reading (SVR) Components of the Simple View of Reading (SVR) model.

Word Recognition R di L Reading Comprehension Language Comprehension

Relationship among the cognitive elements underpinning Relationship among the cognitive elements underpinning the development of the word recognition component of the Cognitive Foundations framework. Cog e

• u da o s

a e o

Knowledge of the Alphabetic Principle Letter Knowledge Alphabetic Coding Skill Word Recognition Knowledge Phonemic g g Awareness

Relationship among the cognitive elements underpinning Relationship among the cognitive elements underpinning the development of the language comprehension component of the Cognitive Foundations framework.

Background Knowledge and Phonological Knowledge Inferencing Skills Language Vocabulary and Knowledge Linguistic g g Comprehension Morphological Knowledge Linguistic Knowledge Syntactic Knowledge

R f Reference

Tunmer W E Chapman J W Greaney K T Tunmer, W. E., Chapman, J. W., Greaney, K. T., Prochnow, J. E., & Arrow, A. W. (2013). Why h l d i l i S the New Zealand National Literacy Strategy has failed and what can be done about it: Evidence from the Progress in International Reading Literacy Study (PIRLS) 2011 and Reading Literacy Study (PIRLS) 2011 and Reading Recovery monitoring reports. Australian Journal of Learning Difficulties 18 Australian Journal of Learning Difficulties, 18, 1‐41.