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Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience

Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience. Mei Kuin Lai Stuart McNaughton Meaola Amituanai-Toloa Rolf Turner Selena Hsiao Woolf Fisher Research Center at University of Aukland , New Zealand Presented by: Meaghan Gloede.

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Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience

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  1. Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience Mei Kuin Lai Stuart McNaughton MeaolaAmituanai-Toloa Rolf Turner Selena Hsiao Woolf Fisher Research Center at University of Aukland, New Zealand Presented by: Meaghan Gloede

  2. Justification and Qualifications • Literacy is important • Need is greater in culturally diverse and low SES areas • Applicable worldwide • Reading- age 4 • Language and literacy education major • Future teacher • Australia and New Zealand

  3. Researchers • Mei Kuin Lai • Associate director, Woolf Fisher Research Center • Stuart McNaughton • Director, Woolf Fisher Research Center • MeaolaAmituanai-Toloa • Associate director, Woolf Fisher Research Center • Rolf Turner • Deputy director, Starpath Project • Selena Hsiao • Senior statistician, Woolf Fisher Research Center • Research funded by the New Zealand Council for Educational Research

  4. Preview • Rationale and Background • Relevant Previous Research • Methods • Participants • Collection of Data • Interventions • Classroom Procedures • Results • Baseline • Progress • Implications

  5. Rationale & Background of Study • Need to increase literacy • Definitions • “Education debt” • (Ladson-Billings, 2006, p.3) • “Matthew effects” • (Stanovich, 1986, p. 381) • Fluency • Constrained skills- decode • Unconstrained skills- comprehension

  6. Background Information • Accelerated achievement • Robust Acceleration • Sustainable gains • Similar subgroup gains • “Summer effects” • (Cooper et. al., 2000) • Matthew effects + summer effects = greater education debt • Self-fulfilling prophecy • Focus

  7. Participation and Collection of Data • Participants • Schools (7 schools with lowest SES) • Classrooms (21-26 students) • Students • Cohort 1 (Baseline- 1,975 students) • Cohort 2 (Year 4, 5, and 6- 238 students) • Teachers (70 each year) • Collection • PAT- Feb ‘03, ‘04, ’05 • STAR- Feb and Nov ‘03, ‘04, ’05

  8. Interventions • Analysis • Decoding vs. Comprehending • Workshops • Theoretical Concepts of Comprehension • Strategies for Comprehension • Vocabulary in Comprehension • Density of Instruction and Repeated Practice • Incorporating Resources • Effective Teaching, Homework, Bilingual Learning • Review • Sustainability

  9. Classroom Procedures • Whole Class and Small Group Work • Observations + Assessments = Instructional Changes • Classroom Needs: • Vocabulary • Idioms • Figurative Language • Unfamiliar Usage • Strategies • Resources, Awareness, and Connections • Practice and Independent Reading

  10. Baseline • 2 yrs. below national average

  11. Progress

  12. Progress

  13. Implications • One initiative • Room to grow • Combating “summer effects” • Leaving the schools • Teacher turnover • Student drop-out rates • Replication • Global significance

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