Managing the Mismatch: Enhancing Early Literacy Progress for Children With Diverse Language and Cultural Identities in Mainstream Urban Schools in New Zealand.

Phillips, Gwenneth; McNaughton, Stuart; MacDonald, Shelley

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - EJ684992

Title: Managing the Mismatch: Enhancing Early Literacy Progress for Children With Diverse Language and Cultural Identities in Mainstream Urban Schools in New Zealand

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	Managing the Mismatch: Enhancing Early Literacy Progress for Children With Diverse Language and Cultural Identities in Mainstream Urban Schools in New Zealand
Authors:	Phillips, Gwenneth; McNaughton, Stuart; MacDonald, Shelley
Descriptors:	Foreign Countries; Teaching Methods; Minority Group Children; Emergent Literacy; Academic Achievement; Mainstreaming; Literacy Education; Student Diversity; Pacific Islanders; Faculty Development; Culturally Relevant Education
Source:	Journal of Educational Psychology, v96 n2 p309-323 Jun 2004
More Info: Help Peer Reviewed:	Yes
Publisher:	American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242. Tel: 800-374-2721 (Toll Free); Tel: 202-336-5510; TDD/TTY: 202-336-6123; Fax: 202-336-5502; e-mail: journals@apa.org.
Publication Date:	2004-06-00
Pages:	14
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	Despite New Zealand's reputation in literacy instruction, a major achievement gap has been identified for minority Maori and Pacific Islands children in poor schools. An intervention through professional development of teachers modified instructional practices in beginning literacy instruction. The intervention involved 72 teachers from 12 schools who focused on children in the 1st 6 months of schools. A mixed longitudinal and cross-sectional design was used to examine the effects of the intervention on the language and literacy of 344 children across the age range of 5.0-6.0 years. The children in these schools made accelerated progress and gained higher levels of achievement across a broad band of measures compared with matched cohort groups. It is possible to raise achievement for minority children in schools serving low socioeconomic communities to near national levels.
Abstractor:	Author
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0022-0663
Audiences:	Teachers
Languages:	English
Education Level:	Grade 1; Kindergarten
Direct Link:	http://www.apa.org/journals

Back to Search Results