Enquiring

As part of our advocacy work, we collect and collate teachers’ and homeschoolers’ feedback on literacy policy and initiatives funded by the Ministry of Education. We then use that feedback to compile reports that we can then use to engage with the Ministry of Education and other appropriate stakeholders.

Report on schools’ implementation of a structured literacy approach - July 2023

Download a copy of the report. Compiled from a survey of 307 schools in July 2023.

Key findings

There are now at least 500 schools across the country that have adopted Structured Literacy to some extent. That is approximately a quarter, or 25% of all schools in New Zealand - with around 45% having implemented school wide already.

But the feedback from schools points to the urgent need for stronger leadership and a clear direction from government; better ITE training; better and more flexible funding of PLD and teaching resources; and the removal of poorly-evidenced practice.

Report on literacy curriculum components of Initial Teacher Education programmes in NZ - December 2021

Download a copy of the report. Compiled from a survey of 237 teachers December 2021

Key findings

Almost all respondents, including those, who have graduated in the last 5 years felt very ill prepared to enter a classroom and teach children to read and write. Almost 60% rated their literacy training as either very poor or poor. Some even said they received no training in literacy at all.

Many commented that they found the literacy learning in their programme to be outdated and needs to focus on up-to-date research - not what we have already done for years. Many wanted to see the science of reading and structured literacy the core content to be taught.

Many also felt that the training as not nearly as detailed or practical as they needed and most recommend that the teaching of literacy should comprise between 25% and 40% of a teaching qualification as it is the foundational skills for all other areas of learning.

Many felt that the one year diploma was not long enough and should be extended to two years, or that teaching only be a 3 or 4 year degree course. Some also wanted to see teaching be a Masters level course only and pointed to overseas models.

Teachers in the field wanted opportunities to influence the content of programmes and more accountability and transparency from universities on the content and quality of programmes.

Report for Select Committee Inquiry on School Attendance - September 2021

Download a copy of our letter and report.

More information on the Inquiry can be found here.

Key findings

From the survey results we see a strong theme of poor literacy achievement contributing strongly to poor attendance and poor engagement. We also see evidence of schools and parents adopting a structured literacy approach leading to improved literacy outcomes and consequently improvements in attendance and engagement.

We see a strong theme from parents that their child’s poor attendance and engagement is closely linked to a lack of understanding from teachers of their needs as neurodiverse learners or a lack of training in evidence-based pedagogies and approaches that best meet their needs. 

Report on Ready to Read Phonics Plus Books - June 2021

Download a copy of the report here.

This report was presented to the Ministry of Education in July 2021. We have met with them to discuss and hope to be able to set out their response to the report on our website in due course.

Key findings

Overall respondents were very positive about the direction of travel being shown by the Ministry of Education in commissioning these books and providing the supporting materials and PLD. But the majority expressed their disappointment with the end product and feel that they need to be significantly revised if they are to be widely used by teachers, and that better support materials and PLD needs to be provided to all teachers.

Background

The survey, that informed the report, was designed to capture feedback predominantly from teachers with some or significant knowledge of Structured Literacy and experience with this teaching approach. The survey was promoted through our Facebook Page and email newsletter to our subscribers from 27 April. The report was compiled from the responses received up till 8 June. The books were delivered to schools from 31 March onwards.

We received 171 unique and complete responses. A few respondents (around 13%) noted that it was too early for them to provide substantive feedback as they had not had time to use the books or seek out the support materials yet. While a small sample size, most of the respondents are teachers with many years of experience and trained in Structured Literacy therefore we consider the feedback to be very well informed.

Our Right to Read - June 2020

In June 2020 we conducted a survey to understand the state of education for dyslexic students in New Zealand. We had responses from 680 teachers, parents and students. The results paint a sad picture.

Read the full report here.