Preventing Negative Matthew Effects in At-Risk Readers: A Retrospective Study
This study is part of the project "An Investigation of Language-Related and Cognitive-Motivational Factors in Beginning Literacy Achievement". Data were collected from students during 1996 and 1997, and compared with the performances of students from the same schools involved in an earlier longitudinal study that ran from 1993 to 1995. Author: William Tunmer, James Chapman and Jane Prochnow Published: June 2002
Author: William Tunmer, James Chapman and Jane ProchnowDate Published: June 2002
Preface
This publication presents research commissioned by the Ministry of Education and undertaken by William E. Tunmer, James W. Chapman and Jane E. Prochnow of Massey University. Data were collected from students during 1996 and 1997, and compared with the performances of students from the same schools involved in an earlier longitudinal study that ran from 1993 to 1995.Since then, the Ministry has released the Report of the Literacy Taskforce (1998), which presented a range of recommendations to improve literacy achievement in New Zealand. To date, most of the recommendations made by the Taskforce have been incorporated into policy and now shape literacy initiatives to lift the achievement of all students, particularly those who are under-achieving.
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