‘Just teach our kids to read’: Efficacy of intensive reading interventions for both younger and older low-progress readers in schools serving mainly remote Indigenous communities

‘Just teach our kids to read’: Efficacy of intensive reading interventions for both younger and older low-progress readers in schools serving mainly remote Indigenous communities Book Section

Literacy Education and Indigenous Australians: Theory, Research and Practice

  • Author(s): Wheldall, Kevin, Wheldall, Robyn, Madelaine, Alison, Reynolds, Meree, Arakelian, Sarah, Kohnen, Saskia
  • Secondary Author(s): Rennie, Jennifer, Harper, Helen
  • Published: 2019
  • Publisher: Springer Singapore
  • ISBN: 978-981-13-8629-9

Abstract: Annually, the results released from the National Assessment Program Literacy and Numeracy testing Australia-wide confirm the huge gaps in literacy performance between students from Indigenous and non-Indigenous Australian backgrounds, particularly for those students living in remote communities. Recent research has shown promising results, indicating that one of the major changes that is likely to show positive effects on Indigenous students’ literacy levels is the provision of scientific, evidence-based, best-practice reading instruction.

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Suggested Citation
Wheldall, Kevin, Wheldall, Robyn, Madelaine, Alison, Reynolds, Meree, Arakelian, Sarah, Kohnen, Saskia, 2019, ‘Just teach our kids to read’: Efficacy of intensive reading interventions for both younger and older low-progress readers in schools serving mainly remote Indigenous communities, Book Section, viewed 06 July 2020, https://www.nintione.com.au/?p=16402.

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