Literacy and Numeracy NP

LNAP 2016 summary thumb   

Executive summary 

 LNAP 2016 thumb

Full evaluation report

 

The Literacy and Numeracy Action Plan 2012-2016 was developed to address the widespread inequalities in learning outcomes known to exist from the earliest years of schooling in NSW schools serving low socio-economic status communities. This report presents the findings of an evaluation of NSW Literacy and Numeracy Action Plan 2012-2016. It examines the extent to which student literacy and numeracy improved, factors that may have led to any improvement, and the extent to which any improvement achieved was cost-effective. 

Download the executive summary (PDF, 520KB) and full evaluation report (PDF, 2.95MB). 

Published in Research Report

effect read

Reading is a foundational, yet complex cognitive skill upon which other skills are built. Research on the teaching of reading in the early years of school has consistently identified five key components of effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This paper summarises the research regarding why these five elements are important, as well as how they should be taught in the classroom.

Download the literature review (3.7MB)

Published in Research Report
Friday, 03 February 2017 11:07

Reading recovery: a sector wide analysis

Authors: Deborah Bradford and Wai-Yin Wan
Evaluator Company/Business: Centre for Education Statistics and Evaluation
Reading Recovery

Year: 2015
URL or PDF: Download the report (800KB)
Summary: The primary aims of this study were to examine the impact of Reading Recovery (RR) on students’ literacy outcomes at the end of Year 1 and whether any benefits associated with participating in RR are sustained over the longer term to Year 3. This evaluation was conducted state-wide across NSW government schools. It focussed on identifying the impact of RR on student outcomes compared to similar students who attended a school that did not offer RR. The study employed a quasi-experimental design drawing on retrospective data that detailed participation in RR and student outcomes in the early years of school. The results showed some evidence that RR has a modest short-term effect on reading skills among the lowest performing students. However, RR does not appear to be an effective intervention for students that begin Year 1 with more proficient literacy skills. In the longer-term, there was no evidence of any positive effects of RR on students’ reading performance in Year 3.

Published in Evaluation Repository

Literacy Numeracy evidence paper

This paper provides an overview of the importance of literacy and numeracy skills. It also summarises evidence-based practices for improving student outcomes in literacy and numeracy.

Download the full publication (pdf, 1MB)

Published in Research Report

CC

This report presents qualitative and quantitative findings regarding the implementation and achievement of key deliverables at the midpoint of the five year Connected Communities Strategy. The evaluation aims to answer how well the model has been formed and implemented across schools, as well as outcomes and impact of distinct components of the strategy.

Download (PDF, 2MB)

Published in Research Report
Monday, 14 December 2015 10:23

Report - Reading Recovery Evaluation

This evaluation examined the impact of Reading Recovery (RR) on students' outcomes in NSW government schools. The evaluation found some evidence that RR has a modest short-term effect on reading skills among the lowest performing students. However, RR does not appear to be an effective intervention for students that begin Year 1 with more proficient literacy skills. In the longer-term, there was no evidence of any positive effects of RR on students' reading performance in Year 3.

Download the full publication (pdf, 1.8MB)

Related: Learning Curve 11 - Reading Recovery

Published in Research Report

Authors: TBATLS 56 Language learning and literacy cover

Evaluator Company/Business: Erebus International

Year:2013

URL or PDF: http://www.scootle.edu.au/ec/viewing/S7070/pdf/tls56_language_learning_and.pdf

Summary:  The Language, Learning, Literacy program evaluation aimed to determine whether teachers who undertook professional learning from a qualified trainer developed improved techniques for planning and delivering instruction to small groups and classes. The methodology measured student improvement levels by using students’ end-of-year data gathered from the previous year’s cohort at each school, and compared it with the data of current students and their progress over a school year. The authors stated that the program achieved its goals of: 50 per cent of all students reading and writing above end-of-year expectations and only 20 per cent of students reading and writing below end-of-year expectations.

 

 

 

Published in Evaluation Repository

focus on reading coverAuthors: Alison Wallace, Benita Power, Lee Holloway, Chloe Harkness

Evaluator Company/Business: Urbis Pty Ltd

Year:2012

URL or PDF: External Evaluation of the Selected National Partnership on Literacy and Numeracy NSW Programs (PDF, 1.5MB)

Summary:  The evaluation aimed to assess the effectiveness of the Focus on Reading 3-6 program, to identify the extent to which the program was operating as intended and to assess whether the program had improved the educational outcomes of Aboriginal students. Focus on Reading 3-6 was designed to provide professional learning support to classroom teachers in a school or community of schools. The main goals of the program were to increase teacher knowledge about how to develop fluent readers and to develop comprehension and vocabulary skills based on effective evidence-based practices. The evaluation methodology comprised a knowledge review, scoping of data sets, site visits, and stakeholder interviews and surveys. In both the quantitative and qualitative research, the great majority of teachers and school staff reported increased knowledge and skills in teaching reading. Gains in mean reading scores were also observed for all student cohorts at Focus on Reading 3-6 schools.

 

 

 

Published in Evaluation Repository

mindfullearningmt final coverAuthors: Alison Wallace, Lee Holloway, Chloe Harkness and Amanda McAtamney

Evaluator Company/Business: Urbis Pty Ltd

Year: 2012

URL or PDF: External Evaluation of the Selected National Partnership on Literacy and Numeracy NSW Programs - Evaluation of Mindful Learning Mindful Teaching (PDF, 1.9MB)

Summary:  The aim of the evaluation was to assess the effectiveness of the Mindful Learning Mindful Teaching (MLMT) program that was designed to build teacher capacity to improve the reading comprehension skills of students. This evaluation involved eight schools and used qualitative and quantitative components including site visits, consultations with all stakeholders, analysis of test data and online surveys. The schools reported a high percentage of LBOTE or ESL students. A high satisfaction rate with the program was shown with teachers indicating MLMT had a positive impact on their literacy teaching practice and gains in reading comprehension for students.

 

 

 

 

 

 

Published in Evaluation Repository

multilit final coverAuthors: Alison Wallace, Rohan Pigott, Chloe Harkness and Amanda McAtamney

Evaluator Company/Business: Urbis Pty Ltd

Year: 2012

URL or PDF: External Evaluation of the Selected National Partnership - Evaluation of MULTILIT (PDF, 2MB)

Summary:  This report presents evaluation findings on the effectiveness of the Making Up Lost Time in Literacy Reading Tutor Program (MULTILIT). Data collection included site visits to nine schools, an online survey, stakeholder interviews and National Assessment Program - Literacy and Numeracy assessment data. Findings from the evaluation revealed there was considerable variation in the implementation of the program approach across the schools with only 16 per cent of schools implementing the recommended number of sessions. Nevertheless, gains were observed in some students assessment data and the majority of survey respondents believed overall the program was effective for improving reading.

 

 

 

 

 

Published in Evaluation Repository
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