Titlebook: Excellence and Equity in Literacy Education; The Case of New Zeal William E. Tunmer (Distinguished Professor of Educ Book 2015 The Editor(s

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Chunhui Xiao,Tianxi He,Lu Zhangnstructivist, multiple cues model of learning to read. The third section argues that explicit instruction in word analysis skills and strategies is helpful for all children and crucial for some, most notably struggling readers and children with limited reading-related knowledge, skills, and experiences at school entry.

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Multiscale Active Flow Control,reading, which further helps to explain New Zealand’s comparatively high levels of variability in test scores. In this chapter, we argue for differentiated instruction as an approach that is better suited to overcoming the differences in literate cultural capital at school entry than the current “one-size-fits-all”, rigidly constructivist method.

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Meeting the Needs of Beginning Readers through Differentiated Instructionreading, which further helps to explain New Zealand’s comparatively high levels of variability in test scores. In this chapter, we argue for differentiated instruction as an approach that is better suited to overcoming the differences in literate cultural capital at school entry than the current “one-size-fits-all”, rigidly constructivist method.

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Findings from New Zealand’s Participation in the Progress in International Reading Literacy Study inin support of this claim that comes from the latest Progress in International Reading Literacy Study (PIRLS 2011). The report, which was released in December, 2012 (Mullis et al., 2012), includes trend data based on the PIRLS 2001 and 2006 studies (Mullis et al., 2003; Mullis et al., 2007).

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Is Reading Recovery an Effective Early Literacy Intervention Programme for Children Who Most Need Lilate 1980s to assist those children whose reading progress falls in the lowest 15%–20% of the enrolment cohort in any given school. Clay (1987) was very confident about the effectiveness of RR. She claimed that it is a

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Eleven Myths about Literacy Education in New Zealand professions, teaching reflects the tensions between scientific research on instructional approaches to learning, and myths about effective strategies for maximizing the learning and development outcomes of a nation’s children. As Kauffman (2002) noted, myths (and “stupid” thinking) keep education “in a chronic state of denial of reality” (p. ix).

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