We examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of…

Early literacy interventions have demonstrated that pedagogically sound programmes can boost reading achievement for students who do not succeed in early literacy learning. However, there is less evidence as to what extent gains are maintained in subsequent years or the factors which may contribute to sustained progress. The research reported in…

The roles and workloads of teachers have been widely noted as changing considerably over recent decades. In this 2009 replication of a 1992 study, 379 New Zealand primary school educators are surveyed regarding their workloads, how these changed and their perceived sustainability. It investigates how respondents believe that educational reforms…