Boys’ Achievement: A Synthesis of the Data
The focus of this report is on boys’ participation, engagement and achievement at different levels of education.
Author(s): Learning Policy Frameworks, Ministry of Education
Date Published: December 2007
Chapter 4 - Participation in Reading Recovery
Reading Recovery is a programme designed to help the bottom 20 % of students, after a year of classroom instruction, with difficulty learning to read and write. This chapter aims to create a picture of gender differences in the Reading Recovery programme by looking at data collected during the annual monitoring of Reading Recovery. 1,2
- Six year old boys are twice as likely as girls to be entered into the Reading Recovery programme.
- Māori and Pasifika boys are most likely to participate.
- Reading recovery outcomes are relatively similar for girls and boys.
Data collected between 2002 and 2005 shows that 66 % of the students in Reading Recovery are boys and only 33 % are girls. Figure 7 shows the gender and ethnicity of students in Reading Recovery between 2002 and 2005. Of the 2005 cohort, 25 % of six year old boys and 13 % of six year old girls participated in Reading Recovery. Māori and Pasifika boys are most likely to participate in Reading Recovery, although there is evidence of a decline since 2002.
Figure 7. Ethnicity and gender of students in Reading Recovery between 2002 and 2005
Table 2 shows the student outcomes from Reading Recovery for 2005 by gender. These values are similar to previous years. Marginally more girls than boys successfully complete Reading Recovery. Slightly more boys are referred for specialist help or long-term reading support. In 2005, around 240 girls and 700 boys were referred for specialist help or long-term reading support. Difficulty learning to read and write at a young age and unresponsiveness to Reading Recovery may have a significant impact on a child’s educational progress, and hence latter success.
|a = total success rate comprises the % of students who successfully completed Reading Recovery in 2005 plus the students who are responding and carried over to 2006 with every expectation of a successful outcome.|
Type of outcome
Child successfully completed
Child responding and carrying over into the next year
Child referred for specialist help or long term reading support
Child responding but not able to continue
Child left school before completion
Total success ratea
- Executive Summary
- Chapter 1 - Participation in Early Childhood Education
- Chapter 2 - School Participation
- Chapter 3 - School Disengagement
- Chapter 4 - Participation in Reading Recovery
- Chapter 5 - Achievement
- Chapter 6 - Attainment of NCEA Qualifications
- Chapter 7 - Highest Attainment of School Leavers
- Chapter 8 - Longer Term Outcomes
- Discussion / Conclusions
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