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Reading at risk: Why effective literacy practice is not effective
2010
Waikato Journal of Education
The gap between high and low achievers in reading is wide in New Zealand compared to other countries as shown in PIRLS (Progress in International Reading Literacy Study) 2001 and 2006 studies. Students of minority backgrounds and low socio-economic status are over-represented in the low achieving category. As the primary response to reduce the achievement gap, the Government developed and distributed the literacy teaching reference Effective Literacy Practice in Years 1 to 4. This article
doi:10.15663/wje.v15i3.81
fatcat:oz4blz77a5harlg642xbq4v4oy