Sustained acceleration of achievement in reading comprehension: The New Zealand experience

Reading Research Quarterly

Volumn 44, Issue 1, 2009, Pages 30-56

  Lai, Mei Kuin ^a   McNaughton, Stuart ^a   Amituanai Toloa, Meaola ^a   Turner, Rolf ^a   Hsiao, Selena ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 59049087931     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.44.1.2     Document Type: Article

References (92)

1. Alton-Lee, A. (2004, November). A collaborative knowledge building strategy to improve educational policy and practice: Work in progress in the Ministry of Education's Best Evidence Synthesis Programme. Paper presented at the meeting of the New Zealand Association for Research in Education National Conference, Wellington, New Zealand.
2. Anderson, R.C., Wilson, P.T., & Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3), 285-303. doi:10.1598/RRQ.23.3.2
3. Annan, B. (2007). A theory for schooling improvement: Consistency and connectivity to improve instructional practice. Unpublished doctoral thesis, University of Auckland, New Zealand.
4. August, D., & Shanahan, T. (Eds.). (2006). Executive summary: Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority children and youth. Retrieved August 31, 2007, from www.cal.org/projects/archive/nlpreports/Executive-Summary.pdf
5. Baker, L. (2002). Metacognition in comprehension instruction. In CC. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77-95). New York: Guilford.
6. Biemiller, A. (1999). Language and reading success. Cambridge, MA: Brookline.
7. Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te hfltahitanga phase 1: The experiences of year 9 & 10 Maori students in mainstream classrooms. Retrieved September 29,2008, from www. educationcounts.govt.nz/publications/series/9977/5375
8. Block, CC, & Pressley, M. (Eds.). (2002). Comprehension instruction: Research-based best practices. New York: Guildford.
9. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. doi:10.3102/ 0013189X033008003
10. Borman, G.D. (2000). The effects of summer school: Questions answered, questions raised. Monographs of the Society for Research in Child Development, 65(1, Serial No. 260).
11. Borman, G.D. (2005). Chapter 1: National efforts to bring reform to scale in high-poverty schools: Outcomes and implications. Review of Research in Education, 29(1), 1-27. doi:10.3102/0091732X029001001
12. Bransford, J., Derry, S., Berliner, D., & Hammerness, K. (2005). Theories of learning and their role in teaching. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 40-87). San Francisco: Jossey-Bass.
13. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
14. Bruno, J.E., & Isken, J.A. (1996). Inter-intra school site student transiency: Practical and theoretical implications for instructional continuity at inner city schools. Journal of Research and Development in Education, 29(4), 239-252.
15. Buly, M.R., & Valencia, S.W. (2002). Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24(3), 219-239. doi:10.3102/01623737024003219
16. Cawelti, G., & Protheroe, N. (2001). High student achievement: How six school districts changed into high-performance systems. Arlington, VA: Educational Research Service.
17. Cazden, C. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
18. Chatterji, M. (2005). Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K-first grade sample, Education Policy Analysis Archives, 13(46), 1-38.
19. Clay, M.M. (1979). The early detection of reading difficulties. Auckland, New Zealand: Heinemann.
20. Clay, M.M. (2005). Literacy lessons designed for individuals: Part one. Why? when? and how? Portsmouth, NH: Heinemann.
21. Coburn, C.E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3-12. doi:10.3102/ 0013189X032006003
22. Coburn, C.E., Touré, J., & Yamashita, M. (in press). Evidence, interpretation and persuasion: Instructional decision making at the district central office. Teachers College Record.
23. Cohen, D.K., & Ball, D.L. (2007). Educational innovation and the problem of scale. In B. Schneider & S. McDonald (Eds.), Scale up in education: Ideas in principle (Vol. 1, pp. 19-36). Lanham, MD: Rowman & Littlefield.
24. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
25. Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. doi:10.1037/0033-2909.112.1.155
26. Cooper, H., Charlton, K., Valentine, J.C., Muhlenbruck, L., & Borman, G.D. (2000). Making the most of summer school: A meta-analytic and narrative review. Monographs of the Society for Research in Child Development, 65(1, Serial No, 260).
27. Correnti, R., Rowan, B., & Camburn, E. (2003, April). Variation in 3rd grade literacy instruction and its relationship to student achievement among schools participating in comprehensive school reforms. Paper presented at 5th annual meeting of the American Educational Research Association, Chicago, IL.
28. Crooks, T., & Flockton, L. (2005). Reading and speaking assessment results 2004: National Education Monitoring Project Report 34. Dunedin, New Zealand: Educational Assessment Research Unit, University of Otago.
29. Datnow, A., & Stringfield, S. (2000). Working together for reliable school reform. Journal of Education for Students Placed at Risk, 5(1-2), 183-204. doi:10.1207/s15327671espr0501Sr2-11
30. Dyson, A.H. (1999). Transforming transfer: Unruly students, contrary texts and the persistence of the pedagogical order. Review of Research in Education, 24(1), 141-171.
31. Elley, W. (2001). STAR Supplementary Test of Achievement in Reading: Years 4-6. Wellington: New Zealand Council for Educational Research.
32. Elley, W. (2005). On the remarkable stability of student achievement standards over time. New Zealand Journal of Educational Studies, 40(1 & 2), 3-23.
33. Entwisle, D.R., Alexander, K.L., & Olson, L.S. (1997). Children, schools, and inequality. Boulder, CO: Westview.
34. Flockton, L., & Crooks, T. (2001). Reading and speaking assessment results 2000: National Education Monitoring Project Report No 19. Dunedin: Otago University for the Ministry of Education, New Zealand.
35. Garcia, G.E. (2003). The reading comprehension development and instruction of English-language learners. In A.P Sweet & C. Snow (Eds.), Rethinking reading comprehension (pp. 30-50). New York: Guilford.
36. Guthrie, J.T., & Wigfield, A. (2000). Engagement and motivation in reading. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.
37. Hawley, W.D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond Sr G. Sykes (Eds.), Teaching as a learning profession (pp. 127-150). San Francisco: Jossey-Bass.
38. Heyns, B. (1978). Summer learning and the effects of schooling. New York: Academic.
39. Horton, N.J., & Kleinman, K.P. (2007). Much ado about nothing: A comparison of missing data methods and software to fit incomplete data regression models. The American Statistician, 61(1), 79-90. doi:10.1198/000313007X172556
40. Hubbard, L., Mehan, H., & Stein, M.K. (2006). Reform as learning: School reform organizational culture, and community politics in San Diego. New York: Routledge.
41. Ivey, G., & Broaddus, K. (2001). "Just plain reading": A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-377. doi:10.1598/ RRQ.36.4.2
42. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
43. Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12. doi:10.3102/0013189X035007003
44. Lai, M.K. (2003). Review of Mangere AUSAD School Improvement initiative: Analysis of student achievement data and school capacity data. Wellington, New Zealand: Ministry of Education.
45. Lai, M.K., & McNaughton, S. (2008). Raising student achievement in poor, urban communities through evidence-based conversations. In L. Earl & H. Timperley (Eds.), Professional learning conversations: Challenges in using evidence (pp. 13-27). Dordrecht, the Netherlands: Kluwer Academic.
46. Lai, M.K., McNaughton, S., & Hsiao, S. (2008). Sustaining acceleration of achievement in reading comprehension: Scaling up across diverse contexts. Manuscript in preparation, University of Auckland, New Zealand.
47. Lai, M.K., McNaughton, S., MacDonald, S., Amituanai-Toloa, M., & Farry, S. (2006, April). Replication of a process. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
48. Lai, M.K., McNaughton, S., MacDonald, S., & Farry, S. (2004). Profiling reading comprehension in Mangere schools: A research and development collaboration. New Zealand Journal of Educational Studies, 27(3), 184-197.
49. Lai, M.K., McNaughton, S., & Timperley, H. (2007). Sustdinability of professional learning: Final milestone. Wellington, New Zealand: Ministry of Education.
50. Lee, C.D. (2000). Signifying in the zone of proximal development. In C.D. Lee & P. Smagorinsky (Eds.), Vygotsfeian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 191-225). Cambridge, England: Cambridge University Press.
51. Lee, C.D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York: Teachers College Press.
52. Littell, R.C., Henry, P.R., & Ammerman, C.B. (1998). Statistical analysis of repeated measures data using SAS procedures. Journal of Animal Science, 76(4), 1216-1231.
53. McCall, R.G., & Green, B.L. (2004). Beyond the methodological gold standards of behavioural research: Considerations for practice and policy. Social Policy Report: Giving Child and Youth Development Knowledge Away, 18(2), 3-17.
54. McDonald, S.-K., Keesler, V.A., Kauffman, N.J., & Schneider, B. (2006). Scaling-up exemplary interventions. Educational Researcher, 35(3), 15-24. doi:10.3102/0013189X035003015
55. McNaughton, S. (2002). Meeting of minds. Wellington, New Zealand: Learning Media.
56. McNaughton, S., Amituanai-Toloa, M., &r Lai, M.K. (2008). Plotting effective instruction: Context specific relationships in a cluster wide intervention. Manuscript submitted for publication.
57. McNaughton, S., Lai, M.K., MacDonald, S., & Farry, S. (2004). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy, 27(3), 184-197.
58. McNaughton, S., MacDonald, S., Amituanai-Toloa, M., Lai, M.K., & Farry, S. (2006). Enhanced teaching and learning of comprehension in Years 4-9: Mangere Schools. Auckland, New Zealand: Uniservices Ltd, University of Auckland, Woolf Fisher Research Centre.
59. Ministry of Education. (2006). Effective literacy practices in years 5 to 8. Wellington, New Zealand: Learning Media Ltd.
60. Moats, L.C. (2004). Science, language, and imagination in the professional development of reading teachers. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 269287). Baltimore: Paul H. Brookes.
61. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
62. Openshaw, R., Lee, G., & Lee, H. (1993). Challenging the myths: Rethinking New Zealand's educational history. Palmerston North, New Zealand: The Dunmore Press.
63. Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. doi:10.1207/s1532690xci0102-l
64. Paris, S.G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184-202. doi:10.1598/ RRQ.40.2.3
65. Pearson, P.D., Hiebert, E.H., & Kamil, M.L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42(2), 282-296. doi:10.1598/RRQ.42.2.4
66. Penno, J.F., Wilkinson, I.A.G., & Moore, D.W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23-33. doi:10.1037/0022-0663.94.1.23
67. Phillips, G., McNaughton, S., & MacDonald, S. (2004). Managing the mismatch: Enhancing early literacy progress for children with diverse language and cultural identities in mainstream urban schools in New Zealand. Journal of Educational Psychology, 96(2), 309-323. doi:10.1037/0022-0663.96.2.309
68. Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545-561). Mahwah, NJ: Erlbaum.
69. Pressley, M. (2002). Comprehension strategies instruction: A turn-of-the-century status report. In CC Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 1127). New York: Guilford.
70. Pressley, M. (2006, April 29). What the future of reading research could be. Paper presented at the of the International Reading Association Reading Research 2006 conference, Chicago, IL.
71. Ramsay, P.D.K., Sneddon, D.G., Grenfell, J., & Ford, I. (1981). Tomorrow may be too late. Final report of the Schools with Special Needs Project. Hamilton, New Zealand: University of Waikato, Education Department.
72. Raphael, T.E., Goldman, S.R., Au, I.K.H., & Hirata, S. (2006, April). A developmental model of the standards-based change process: A case study of school literacy reform. Paper presented at the annual meeting of American Educational Research Association, San Francisco, CA.
73. Raudenbush, S.W. (2005). Learning from attempts to improve schooling: The contribution of methodological diversity. Educational Researcher, 34(5), 25-31. doi:10.3102/0013189X034005025
74. Reid, N.A., & Elley, W.B. (1991). Progressive Achievement Tests: Reading comprehension (Rev. ed.). Wellington, New Zealand: New Zealand Council for Educational Research.
75. Risley, T.R., & Wolf, M.M. (1973). Strategies for analyzing behavioral change over time. In J.R. Nesselroade & H.W. Reese (Eds.), Life-span developmental psychology: Methodological issues (pp. 175-183). New York: Academic.
76. Robinson, V., & Lai, M.K. (2006). Practitioner research for educators: A guide to improving classrooms and schools. Thousand Oaks, CA: Corwin.
77. Shadish, W.R., Cook, T.D., & Campbell, DT. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin.
78. Sidman, M. (1960). Tactics of scientific research: Evaluating experimental data in psychology. New York: Basic.
79. Slavin, R.E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best-evidence synthesis. Reading Research Quarterly, 43(3), 290-322. doi:10.1598/RRQ.43.3.4
80. Slavin, R.E., & Madden, N. (2001). One million children: Success for all. Thousand Oaks, CA: Corwin.
81. Smith, J.W.A., & Elley, W.B. (1994). Learning to read in New Zealand. Auckland, New Zealand: Longman Paul.
82. Snow, C.E., Burns, M.S., & Griffin P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
83. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407. doi:10.1598/RRQ.21.4.1
84. Stanovich, K.E., West, R.F., Cunningham, A.E., Cipielewski, J., & Siddiqui, S. (1996). The role of inadequate print exposure as a determinant of reading comprehension problems. In C. Cornoldi &J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 15-32). Mahwah, NJ: Erlbaum.
85. Sweet, A.P., & Snow, C.E. (Eds.). (2003). Rethinking reading comprehension. New York: Guilford.
86. Tan, A., & Nicholson, T. (1997). Flashcards revisited: Training poor readers to read words faster improves their comprehension of text. Journal of Educational Psychology, 89(2), 276-288. doi: 10.1037/0022-0663.89.2.276
87. Taylor, B.M., Pearson, P.D., Peterson, D.S., & Rodriguez, M.C. (2005). The CIERA School Change Framework: An evidence-based approach to professional development and school reading improvement. Reading Research Quarterly, 40(1), 40-69. doi:10.1598/RRQ.40.1.3
88. Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best Evidence Synthesis (BES). Wellington, New Zealand: Ministry of Education.
89. Toole, J.C, & Seashore-Louis, K. (2002). The role of professional learning communities in international education. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 245-279). Dordrecht, the Netherlands: Kluwer Academic.
90. Wang, J., & Guthrie, J.T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162-186. doi: 10.1598/RRQ.39.2.2
91. Whitehurst, G.J., & Lonigan, C.J. (2001). Emergent literacy: Development from pre-readers to readers. In S.B. Neuman Sr D.K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). New York: Guilford.
92. Wolfinger, R.D., Tobias, R.D., & Sall, J. (1994). Computing Gaussian likelihoods and their derivatives for general linear mixed models. SIAM Journal on Scientific Computing, 15(6), 1294-1310. doi:10.1137/0915079