Aspiring to a 100% literate New Zealand, combining the art of teaching with the science of reading.
New Zealand has an entrenched literacy problem.
Our adult literacy rates are poor.
One million of our 2.5 million workers need help with their literacy according to the Industry Training Federation and 43% of NZ adults' literacy is so low they can't fully participate in everyday life (OECD Survey of Adult Skills 2014).
Our prison population displays very low levels of literacy.
According to the Department of Corrections, 60% of our prisoners have literacy below NCEA level 1.
We have a declining standing in international surveys of literacy.
Down to 33rd place in 2016 from 1st in 1970 in PIRLS survey.
The gap between the top and bottom achievers continues to widen with Māori and Pasifika students over-represented in the bottom tail.
This is one of the biggest gaps amongst countries surveyed.
Better literacy will have widespread benefits.
High levels of literacy are associated with better mental health, economic prosperity and civic participation.
The way we teach reading has a big part to play and can be changed.
We have the knowledge. Now we need the will.
Lets aspire for a 100% literate population.
Time to follow the Science
Our mission is to advocate for the acceptance and adoption of the Science of Reading, and evidence informed literacy instruction so that all NZ children reach their potential, become valued members of society and lead fulfilling lives.
Dream it.
Imagine a future where every child in New Zealand Aotearoa leaves school as a proficient reader and writer - having received the very best literacy instruction informed by the Science of Reading.
Imagine the bright future for those children and the benefits to our economy, democracy and communities that come from everyone in our society reaching a good level of literacy so that they can fully participate in society in a constructive and fulfilling way.
Build it.
Lifting Literacy Aotearoa has been formed as a focal point for all of us - teachers, parents and grandparents, and employers - to advocate for better literacy instruction in our schools. We are a grassroots not-for-profit and non-partisan group of volunteers. Read more about our Steering Committee here.
We use qualitative research and policy analysis to generate insights and then engage with Government officials, Ministers and other stakeholders to effect change. We also collate and produce resources and run events to support teachers and leaders in schools to implement that change.
Grow it.
We need to show Government and officials that there is strong demand for change. Join our advocacy efforts by sharing our posts and advocating with your schools and in your communities. We have a range of resources to help you do this.
“No single approach to teaching reading is “right” or “wrong.” Certainly, immersing students in rich literature is beneficial to fostering a habit of reading and exposing students to a variety of vocabulary, ideas, and uses of language. However, the strongest evidence currently available suggests that Structured Literacy prevents students from struggling unnecessarily when they are trying to develop a reading and writing habit and appreciate all that books have to offer them.”
- Nina A. Lorimor-Easley and Deborah K. Reed, Iowa Reading Research Center
The momentum for change is building. Catch the wave with us.
More and more NZ schools are discovering the research, seeing the amazing results of other schools who have adopted a Structured Literacy approach, and then making the change in their own literacy teaching.
Teachers and Principals want an approach that is equitable and serves all students, that is based on robust research and evidence, and that doesn’t adopt a ‘wait to fail’ approach.
The change is happening in English Medium, as well as Māori Medium and other language medium settings. It is also being used successfully with our English Language Learners (ESOL students). A Structured Literacy approach is bridging the achievement gap for those students currently left behind in our education system, especially Māori and Pasifika students, and boosting the achievement of those who were already achieving well. It can shift achievement across the board.
It is not just about phonics, it is not ‘drill and kill’, it is not boring or one-dimensional - it is a comprehensive and evidence-based approach to learning about the structure of the language, enhancing vocabulary and comprehension, in order to become a skilled reader, speller and writer.
Ready to take the next step?
“Our brains are hard-wired to master spoken language, but learning to read is a very complex skill — one of the most complex things that we ask our children to take on. And for many kids, it doesn’t come easily.
As a result, teaching children to read and write well can be a very challenging job. So much so that researcher Louisa Moats called her influential article “Teaching Reading IS Rocket Science.”
There are many reasons why children succeed or struggle in school, but among school-related factors, teachers matter the most. What teachers know and what they do in class every day have an enormous impact on student achievement.
It’s never easy, but when reading instruction is delivered by knowledgeable, skilled teachers, more students will be more successful, and all but the most severe reading disabilities can be addressed effectively. This is true even for students who are most at risk.” - www.readingrockets.org
We have lots of support for teachers and parents who want to take that next step and influence their school to adopt a Structured Literacy Approach or upgrade their own knowledge and skills.
“Do the best you can until you know better. Then when you know better, do better.”
- Maya Angelou
In New Zealand, it is time for us to do better.
Let’s build a movement together.
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