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Excellence and Equity in Literacy Education

The Case of New Zealand

  • Book
  • © 2015

Overview

Editors:
  1. William E. Tunmer

    1. Institute of Education, Massey University, New Zealand

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    You can also search for this editor in PubMed   Google Scholar

  2. James W. Chapman

    1. Institute of Education, Massey University, New Zealand

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    You can also search for this editor in PubMed   Google Scholar

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xvi
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  2. The Development of New Zealand’s National Literacy Strategy

    1. The Development of New Zealand’s National Literacy Strategy

      • William E. Tunmer, James W. Chapman
      Pages 1-20

  3. Evidence that New Zealand’s National Literacy Strategy Has Failed

    1. Front Matter

      Pages 21-21
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    2. Findings from New Zealand’s Participation in the Progress in International Reading Literacy Study in 2001, 2006, and 2011

      • Jane E. Prochnow, William E. Tunmer, Keith T. Greaney
      Pages 23-40

    3. Is Reading Recovery an Effective Early Literacy Intervention Programme for Children Who Most Need Literacy Supports?

      • James W. Chapman, Keith T. Greaney, William E. Tunmer
      Pages 41-70

    4. Literacy Performances of Young Adults in New Zealand: Outcomes of School-Based Literacy Instruction

      • James W. Chapman, Keith T. Greaney, Jane E. Prochnow
      Pages 71-92

  4. Factors Contributing to the Failure of New Zealand’s National Literacy Strategy

    1. Front Matter

      Pages 93-93
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    2. Literacy and the Early Education Curriculum in New Zealand

      • Claire J. McLachlan, Alison W. Arrow
      Pages 95-120

    3. Pedagogical Constructivism in New Zealand Literacy Education: A Flawed Approach to Teaching Reading

      • William E. Tunmer, Keith T. Greaney, Jane E. Prochnow
      Pages 121-144

    4. Literate Cultural Capital and Matthew Effects in Reading Achievement

      • Jane E. Prochnow, William E. Tunmer, Alison W. Arrow
      Pages 145-167

  5. Strategies for Reducing the Literacy Achievement Gap and Achieving Excellence and Equity in New Zealand Literacy Education

    1. Front Matter

      Pages 169-169
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    2. Meeting the Needs of Beginning Readers through Differentiated Instruction

      • Alison W. Arrow, James W. Chapman, Keith T. Greaney
      Pages 171-193

    3. Teacher Knowledge Needed for Differentiated Early Reading Instruction

      • Alison W. Arrow, Claire J. McLachlan, Keith T. Greaney
      Pages 194-213

    4. Eleven Myths about Literacy Education in New Zealand

      • James W. Chapman, Jane E. Prochnow, Alison W. Arrow
      Pages 214-235

  6. Back Matter

    Pages 236-244
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Keywords

About this book

Literacy is arguably the most important goal of schooling as, to a large extent, it determines young children’s educational and life chances and is fundamental in achieving social justice. New Zealand’s literacy education programme has long been regarded as one of the world’s most successful approaches to teaching literacy skills to young children. Excellence and Equity in Literacy Education questions this widely held assumption. In the late 1990s the New Zealand government developed a national literacy strategy aimed at reducing persistently large inequities in literacy achievement outcomes. The chapters in this edited volume present evidence indicating that the national literacy strategy has failed, examine the major factors responsible for the continuation of New Zealand’s comparatively wide spread of scores in literacy achievement, and describe the most effective strategies for reducing the literacy achievement gap and achieving excellence and equity in New Zealand literacy education.

Reviews

"The authors make a unique and valuable contribution...through research informed discussions written in a style that is accessible to a wide audience. This volume will be compelling reading for educationalists, researchers, teachers, policy makers, political and community leaders, and parent groups alike." - Gail T. Gillon, Pro-Vice Chancellor Education, University of Canterbury, New Zealand

Editors and Affiliations

  • Institute of Education, Massey University, New Zealand

    William E. Tunmer, James W. Chapman

About the editors

William Tunmer is Distinguished Professor of Educational Psychology at the Massey University Institute of Education, New Zealand. He has published over 150 journal articles, book chapters, and books on reading acquisition, reading difficulties, and reading intervention. In 1999 he was co-winner of the International Reading Association’s Dina Feitelson Award for Excellence in Research.


James Chapman is Professor of Educational Psychology at the Massey University Institute of Education, New Zealand. He has extensive publications on learning difficulties and has served as President of the International Academy for Research in Learning Disabilities. In 1999 he was co-winner of the International Reading Association’s Dina Feitelson Award for Excellence inResearch.





Alison Arrow, Massey University, New ZealandJames Chapman, Massey University, New Zealand 
Keith Greaney, Massey Univeristy, New Zealand 
Claire McLachlan, Massey University, New Zealand
Jane Prochnow, Massey University, New Zealand 
William Tunmer, Massey University, New Zealandv>

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