This research examined an evidence based dialogic shared reading strategy which incorporated aided language modelling and increased communication partner responsiveness with two children with complex physical, cognitive, and sensory needs (CPCSN) who use auditory plus visual partner assisted scanning (PAS) to access a Pragmatic Organised Dynamic…

The increase in accessibility and demand for laptop computers and tablets has seen literacy in schools begin to transmogrify, due to the advances of modern digital technology. This is in part due (but not limited) to the growing need, acceptance and popularity, as the division between home use and that found in classroom learning environments is…

Found eight-year-old British children less accurate at rejecting psuedohomophones than at rejecting ordinary nonwords in a lexical decision task. New Zealand children did not show the effect. Argues that the difference stems from British children's dependency on sounding out words. (SAK)

Integrated approaches to the teaching of reading and writing being used in classrooms in Australia and New Zealand are described in this booklet. The first part of the booklet presents theoretical background on how children learn to talk and the reading and writing processes. The second and third parts of the booklet describe ways of putting…

Investigates the effects of prior provision of context on the reading behavior of an above-average reader. Results indicate that discussion of context, through examining relevant illustrations, answering questions, and introducing new words, significantly decreased errors and slightly increased the amount of self-correction. (Author/GEA)

Discusses a study in which four low-achieving 12-year-old readers were trained to tutor similar age low-achieving readers in reading comprehension strategies. States that both tutors and students learned to use the strategies effectively and that both groups made substantial gains in comprehension. (GEA)

This paper addresses cognitive issues raised by the success of an early reading intervention program, Reading Recovery (originated in New Zealand and also used in Australia and the United States,) in which the great majority of students move from low reading achievement to average achievement for their age group within 12-15 weeks. The first…

Focuses on the issues of skills in reading instruction in New Zealand. Feels that instruction can maintain a reciprocal and mutually supportive relationship between teaching word-level strategies and comprehension strategies. (MG)

Taking into account what research says about getting all children off to a better start in becoming literate, this booklet discusses recent "cutting-edge" research in the area of reading and spelling acquisition, focusing on the practical implications. The first part of the booklet notes what happens in the homes of early readers,…

Describes a program that sends books home for parents to read to children in New Zealand. Reports on a study of classroom teachers and parents in 19 primary schools. Finds that, nearly all parents report participating, but there lacked a systematic communication between parents and teachers about instructional practices. (CFR)

Describes Reading Recovery as a school-based prevention strategy to reduce the number of children with reading and writing difficulties. Reports on a study of 83 primary-level students in 12 New Zealand schools. Finds that students participating in Reading Recovery improved reading skills the most. (CFR)

This newsletter describes the Reading Recovery program, developed in New Zealand to help low-achieving first-grade students "recover" 90 percent of average first-grade reading and writing skills after 12 to 18 weeks of intensive instruction. It is currently being implemented by school districts in the United States as well--statewide in…

Intended for teachers, this book on beginning literacy examines questions and solutions concerning literacy theories and practices. Chapter 1, "An Open Approach to Literacy," explores some assumptions about literacy and characteristics of a model for language learning. Chapter 2 presents historical viewpoints and current practices,…