Higher expectation key to child literacy

By ANGELA GREGORY

Research shows schools in low socio-economic areas get better results when teachers demand the most from students, monitor their progress, and change tactics for those who struggle.

Education Minister Trevor Mallard has lauded the results of research into literacy levels in South Auckland primary schools, which he said showed disadvantages like poverty could be overcome.

The research, released yesterday, found the most successful schools were those that focused on using student achievement information to influence teaching practice.

One of the impediments to raising achievement levels was the low expectation some teachers and school leaders had for their students.

"This is because teachers feel that a wide range of external factors - such as poverty or children speaking English as their second language - mean that no matter what a teacher or school does, the external disadvantage cannot be overcome," the research summary said.

A key finding was that teachers who carefully analysed individual children's progress, and adapted their teaching for those falling behind, could quickly improve student achievement.

Mr Mallard released the research at Koru School, in Mangere, which had made significant progress in raising literacy levels.

The reading achievement of 6-year-olds was examined in three consecutive years, with progress constantly monitored, and results used to adjust teaching to ensure each child's reading improved.

Mr Mallard said the research showed that high-quality teaching practices could have a direct and lasting effect, no matter what the backgrounds or learning needs the students were up against.

"They can do well when teachers get the right sort of professional support. High-quality education does not need to be the preserve of the middle class."

Mr Mallard said that for too long it was thought children could not learn if they were from poor families, spoke different languages at home, or had health problems.

The research dismissed such prejudices and a "whole pile of excuses" about why students failed.

"This research shows that when people check the children and analyse the results and adjust the programmes then the gains are there to be had."

Mr Mallard said an enormous effort was required to make the new approach work, to give every child the opportunity to achieve his or her potential.

He added that former Education Review Office head Dr Judith Aitken deserved credit. Dr Aitken had upset many in the education sector through her public criticism of some schools in poor areas.

Educational Institute president Bruce Adin said the success of the literacy project showed that socio-economic barriers to learning could be overcome if teachers were given the resources and the right professional development.

But Mr Adin also said it was unrealistic for teachers to try to implement such programmes in classes that were too large.

"You cannot do this sort of thing if you have 30 students in your class. You can if you have 15 to 20."

Mr Mallard said the Government was putting an extra 412 primary teachers into schools from next year, aimed at reducing class sizes. This year's Budget provided literacy development specialists, more classroom resources and professional development.