'Just teach our kids to read': efficacy of intensive reading ineterventions for both younger and older low-progress readers in schools servng remote Aboriginal communities

Kevin Wheldall, Robyn Wheldall, Alison Madelaine, Meree Reynolds, Sarah Arakelian, Saskia Kohnen

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    Annually, the results released from the National Assessment Program Literacy and Numeracy testing Australia-wide confirm the huge gaps in literacy performance between students from Indigenous and non-Indigenous Australian backgrounds, particularly for those students living in remote communities. Recent research has shown promising results, indicating that one of the major changes that is likely to show positive effects on Indigenous students’ literacy levels is the provision of scientific, evidence-based, best-practice reading instruction.
    Original languageEnglish
    Title of host publicationLiteracy education and indigenous Australians
    Subtitle of host publicationtheory, research and practice
    EditorsJennifer Rennie, Helen Harper
    Place of PublicationSingapore
    PublisherSpringer, Springer Nature
    Chapter13
    Pages221-246
    Number of pages26
    ISBN (Electronic)9789811386299
    ISBN (Print)9789811386282
    DOIs
    Publication statusPublished - 2019

    Publication series

    NameLanguage policy
    Volume19
    ISSN (Electronic)1571-5361

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