Abstract
In addition to a rigidly constructivist orientation towards literacy education (see Chapter 6 of this volume), two other factors appear to have contributed to the failure of New Zealand’s national literacy strategy: the failure to respond adequately to differences in literate cultural capital at school entry and restrictive policies during the first year of literacy teaching. In this chapter, we argue that both factors trigger Matthew effects in reading achievement, which would explain New Zealand’s comparatively high levels of variability in test scores. The restrictive policies during the first year of literacy teaching that contribute to Matthew effects stem from three sources: RR’s “wait-to-fail” approach to reading intervention, misunderstandings regarding Constrained Skills Theory (CST) (Paris, 2005; Paris & Luo, 2010), and misguided views about culturally responsive instruction. The chapter is divided into two sections. The first section focuses on how the failure to respond adequately to differences in literate cultural capital at school entry contributes to Matthew effects in reading. The second section focuses on how restrictive policies during the first year of literacy teaching contribute to Matthew effects.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.