Early literacy: strengthening outcomes through processes of collaboration and engagement

Janet Scull, Debra Hannagan

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

Students who fail to make effective progress with literacy learning during their early years often continue to struggle in the later years of schooling and beyond. Without adequate skills in reading and writing, these students are seriously disadvantaged in a literate society. This pertains to all students and is particularly relevant for Indigenous students as we work to “close the gap” in literacy achievement. This chapter reports on an empirical study that aimed to address the literacy achievement of Indigenous students in the early years of schooling, attending schools in the Kimberley region of Western Australia, through the adaptation of preventive processes involving systematic teaching approaches. Specifically, it details implementation processes at three levels of engagement—with the community, with teacher learning, and with classroom practice.

Original languageEnglish
Title of host publicationLiteracy Education in the Australian Indigenous Context
Subtitle of host publicationTheory, Research and Practice
EditorsJennifer Rennie, Helen Harper
Place of PublicationSingapore Singapore
PublisherSpringer
Chapter12
Pages203-219
Number of pages17
Edition1st
ISBN (Electronic)9789811386299
ISBN (Print)9789811386282
DOIs
Publication statusPublished - 2019

Publication series

NameLanguage Policy
Volume19
ISSN (Print)1571-5361
ISSN (Electronic)2452-1027

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