This strategy will guide action to shape the New Zealand early learning and schooling system to deliver equity and excellence in literacy and communication and maths teaching and learning.
This paper has been prepared primarily for policy-makers, individuals and organisations that help Tasmanians to develop the literacy skills they need.
Developed by the National Early Language and Literacy Coalition, this proposed strategy sets out the scale of the issue, describes what is happening on the ground in different communities, and puts forward a framework for action.
In the context of national reviews of curriculum and teacher education, this paper traces Australia’s history of policy instability in English literacy education and proposes strategies for improvements and greater accountability.
This report presents findings from research investigating the writing pedagogies, beliefs and practices of English teachers in the context of a decade of Australia's NAPLAN testing, where writing has been consistently identified as problematic in secondary schools.
This national report provides further information than contained in the August 2019 summary release, including comparisons of performance by: gender, Indigenous status, language background other than English, parental occupation, parental education and school location.
The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date.
This toolkit provides guidance and flexible materials for library associations, their members and the wider Library and Information Science (LIS) community when engaging with relevant public authorities, in order to ensure both that literacy receives the attention it needs, and libraries the recognition and support...
This report shares some of the strategies and approaches used by schools that are focusing on improving achievement in writing. It also shares some simple strategies used in classrooms where achievement in writing had been accelerated.
This report finds that, at the national level, the NAPLAN performance of Australian students in Years 5 and 9 – numeracy, Years 3 and 5 – reading, Years 3 and 5 – spelling, and Years 3 and 7 – grammar was significantly above the 2008...
The purpose of this white paper is to address the growing economic and social costs of ignoring the illiteracy epidemic. It discusses the cost of illiteracy in the British and global economy, as well as providing suggestions for how to address literacy in both developing...
This paper argues that numerous studies of the Reading Recovery program have provided no sound evidence that it has sustained positive effects on children’s reading achievement in the medium or long-term, despite its widespread use and high cost.
Impact of the ‘Yes, I can!’ adult literacy campaign on interactions with the criminal justice system
This paper examines service provider and criminal justice practitioner perspectives of the ‘Yes, I Can!’ adult literacy campaign. Interviews with 22 workers in regional New South Wales suggest that the majority believe the program can potentially improve the type and frequency of interactions between Indigenous...
In this American Dream Literacy Initiative 10-year retrospective report, you'll learn more about how this grant has helped nearly 200 libraries across the United States enhance their services for adult learners.
This presentation of evidence and insights regarding the impact of single-sex schooling on student achievement was presented at the Fearless Girls Strong Women conference, Alliance of Girls Schools Australasia Educators Conference 2018.
This is part of a series of in-depth reports from the Survey of Adult Skills. This report covers how the literacy, numeracy and problem solving skills (measured in English) of Māori adults relate to their education, work and use of the language.
The early years are a critical time for children’s development. Parents’ engagement in their children’s early development and learning has an impact on children’s later educational and life experiences and parents differ in their levels of engagement.