100 Children Turn 10 - South Australian Policy Online
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100 Children Turn 10 - South Australian Policy Online

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A longitudinal study of<br />

literacy development from<br />

the year prior to school<br />

to the first four years<br />

of school

A note to the reader<br />

This two-volume report offers a longitudinal study of literacy learning from the year prior to school to<br />

the fourth year of school. The study, funded by the <strong>Australian</strong> Commonwealth Government, provides<br />

an extensive literature review of previous longitudinal studies of literacy development. It examines the<br />

measurable literacy outcomes for a corpus of one hundred children, and provides detailed case studies<br />

of a sample group of twenty children, chosen to represent a range of <strong>Australian</strong> contexts, including<br />

family financial resources, home language, ethnicity and geographic location and focusing on literacy<br />

learning in their lives, preschools, daycare centres and schools. Please note that pseudonyms are used<br />

for locations and named individuals to protect the privacy of all concerned.<br />

The report comprises:<br />

Volume 1:<br />

Volume 2:<br />

Project overview, major findings and recommendations, methodological issues, literature<br />

review, quantitative assessment and summary.<br />

Site studies.<br />

Copies of this report are available from:<br />

DEST Clearinghouse<br />

Centre for Literacy Education Research<br />

Griffith University<br />

NATHAN QLD 4111<br />

AUSTRALIA<br />

URL: http://www.gu.edu.au/school/cls/clearinghouse/<br />

Printed by Document Services<br />

1 Wilford Avenue, Underdale, SA 5032<br />

Telephone (08) 8302 6966 – Fax (08) 8302 6968<br />

© Commonwealth of Australia 2002<br />

ISBN: 0 86803 905 3<br />

Set of 2 volumes ISBN: 0 86803 907 1<br />

This report is Commonwealth copyright. It may be reproduced in whole or in part for study or training<br />

purposes, subject to the inclusion of an acknowledgement of the source and is not used for commercial<br />

use or sale. Reproduction for purposes other than those indicated above requires the written permission<br />

of the Department of Education, Science and Training. Requests and enquiries concerning<br />

reproduction and copyright should be addressed to the Assistant Secretary, Literacy and Special<br />

Programmes Branch, Schools Division, Department of Education, Science and Training, GPO Box<br />

9880, Canberra City, ACT 2601.<br />

The views expressed herein do not necessarily represent the view of the Commonwealth<br />

Department of Education, Science and Training.<br />

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Acknowledgements<br />

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Contents<br />

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<br />

Volume 1<br />

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<strong><strong>10</strong>0</strong> <strong>Children</strong> <strong>Turn</strong> <strong>10</strong><br />

1. Executive Summary<br />

<br />

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Outcomes<br />

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Organisation of the report<br />

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WKH UHVHDUFK 7KH OLWHUDWXUH UHYLHZ LQ &KDSWHU Literacy as a site of child development:<br />

Research agenda and classroom practice,H[DPLQHVWKHWKHRUHWLFDOXQGHUSLQQLQJVRIOLWHUDF\<br />

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literacies?,LVDQDQDO\VLVDQGGLVFXVVLRQRIWKHIXOOFDVHVWXGLHV<br />

<br />

These major findings and discussion are a summary of the research conducted during 1996-2000.<br />

<br />

<br />

1. Most children made substantial growth in literacy<br />

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• There was a broad range of performance on various literacy domains<br />

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<br />

• Those children not achieving are overwhelmingly from schools serving families<br />

living in poverty<br />

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2. <strong>Children</strong> take different pathways and have different patterns of growth in<br />

literacy development<br />

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• Not all children follow predictable trajectories based on early literacy assessments<br />

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• Late starters and ‘catching up’<br />

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3. Home and community experiences influence children’s literacy development<br />

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3. Literacy as a Site of Child Development:<br />

Research Agendas and Classroom Practice<br />

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home literacy culture<br />

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Phonemic awareness, 2000<br />

20<br />

Percentage of children<br />

achieving this score<br />

15<br />

<strong>10</strong><br />

5<br />

0<br />

<strong>10</strong> 11 12 13 14 15 16 17 18 19 20 21 22<br />

Number of words correctly segmented<br />

<br />

<br />

Book levels<br />

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Book levels, 2000<br />

60<br />

Percentage of children<br />

reading at this level<br />

50<br />

40<br />

30<br />

20<br />

<strong>10</strong><br />

0<br />

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Book levels<br />

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Comprehension, 2000<br />

40<br />

Percentage of children<br />

achieving this score<br />

30<br />

20<br />

<strong>10</strong><br />

0<br />

0 1 2 3 4 5 6 7 8<br />

Number of questions answered correctly<br />

<br />

<br />

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Spelling, 2000<br />

14<br />

12<br />

Percentage of children<br />

achieving at this level<br />

<strong>10</strong><br />

8<br />

6<br />

4<br />

2<br />

0<br />

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6.5<br />

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8.2<br />

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8.6<br />

9.0<br />

9.2<br />

9.5<br />

9.7<br />

<strong>10</strong>.0<br />

<strong>10</strong>.2<br />

<strong>10</strong>.5<br />

Approximate Spelling Age - <strong>South</strong> <strong>Australian</strong> Spelling Test<br />

<strong>10</strong>.7<br />

<strong>10</strong>.9<br />

11.2<br />

11.4<br />

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Computer literacy, 2000<br />

40<br />

Percentage of children<br />

achieving this score<br />

30<br />

20<br />

<strong>10</strong><br />

0<br />

2 3 4 5 6 7 8<br />

Number of correctly answered questions<br />

<br />

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Letter identification, 1996, and reading comprehension, 2000<br />

8<br />

Orchid Comprehension Score 2000<br />

6<br />

4<br />

2<br />

0<br />

0 5 <strong>10</strong> 15 20 25 30 35 40 45 50<br />

Number of letters identified in 1996<br />

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Letter identification, 1996 and writing, 2000<br />

35<br />

30<br />

Composite writing score 2000<br />

25<br />

20<br />

15<br />

<strong>10</strong><br />

5<br />

0<br />

0 5 <strong>10</strong> 15 20 25 30 35 40 45 50<br />

<br />

Number of letters identified in 1996

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Trajectories: Five children over time<br />

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Concepts about print, 1996-1998<br />

20<br />

Assessment score<br />

15<br />

<strong>10</strong><br />

Casey<br />

Campbell<br />

Freya<br />

Pete<br />

Aston<br />

5<br />

0<br />

1996 1997 1998<br />

<br />

<br />

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<br />

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Letter knowledge, 1996-1999<br />

50<br />

40<br />

Assessment score<br />

30<br />

20<br />

Casey<br />

Campbell<br />

Freya<br />

Pete<br />

Aston<br />

<strong>10</strong><br />

0<br />

1996 1997 1998 1999

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Phonemic awareness, 1996-2000<br />

20<br />

Assessment score<br />

15<br />

<strong>10</strong><br />

Casey<br />

Campbell<br />

Freya<br />

Pete<br />

Aston<br />

5<br />

0<br />

1996 1997 1998 1999 2000<br />

<br />

<br />

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Book levels, 1996-2000<br />

25<br />

Book level read<br />

20<br />

15<br />

<strong>10</strong><br />

Casey<br />

Campbell<br />

Freya<br />

Pete<br />

Aston<br />

5<br />

0<br />

1996 1997 1998 1999 2000<br />

<br />

<br />

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5. Which <strong>Children</strong> Get Which Literacies?<br />

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7KLVFKDSWHUH[SODLQVWKHLQVLJKWVDQGTXHVWLRQVUDLVHGE\WKHSURMHFW<strong><strong>10</strong>0</strong> children turn <strong>10</strong><br />

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Connections and disconnections in literacy development in the year prior to school and the<br />

first year of school +LOOHWDO:HWKHQPRYHWRWKHTXHVWLRQVUDLVHGE\WKHFXUUHQW<br />

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Conclusions<br />

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List of acronyms<br />

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Glossary of terms<br />

Attention deficit hyperactivity disorder –DGHYHORSPHQWDOGLVRUGHULQYROYLQJRQHRUPRUH<br />

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Genre –DFDWHJRU\XVHGWRFODVVLI\WH[WVXVXDOO\E\IRUPWHFKQLTXHFRQWHQWRUSXUSRVH<br />

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Grade norms –WKHPHGLDQVFRUHREWDLQHGE\VWXGHQWVDWDSDUWLFXODU\HDUOHYHODWDJLYHQ<br />

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Narrative text–DZULWWHQRUVSRNHQWH[WZKLFKWHOOVDVWRU\HLWKHUUHDORUILFWLRQDO<br />

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Orthography–WKHVWXG\RIWKHQDWXUHDQGXVHRIV\PEROVLQDZULWLQJV\VWHP<br />

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Permeable curriculum –LVDG\QDPLFFXUULFXOXPWKDWGUDZVIURPWKHNQRZOHGJHVNLOOVDQG<br />

LQWHUHVWV RI WKH FKLOGUHQ ZKR DUH EHLQJ WDXJKW +RPH DQG VFKRRO DUH ZRUOGV DUH YLHZHG DV<br />

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Phoneme–DPLQLPDOVRXQGXQLWRIVSHHFKZKLFKZKHQFRQWUDVWHGZLWKDQRWKHUSKRQHPH<br />

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Phonological awareness–$ZDUHQHVVRIWKHFRQVWLWXHQWVRXQGVRIZRUGVLQOHDUQLQJWRUHDG<br />

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Readers Theatre–DSHUIRUPDQFHRIOLWHUDWXUHDVDVWRU\SOD\RUSRHP<br />

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Reading Recovery–DQHDUO\LQWHUYHQWLRQSURJUDP GHYHORSHGE\0DULH&OD\IRUXVHZLWK<br />

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Rime–DYRZHODQGDQ\IROORZLQJFRQVRQDQWVRIDV\OODEOH<br />

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Scaffolding–WKHJUDGXDOZLWKGUDZLQJRIWHDFKHUVXSSRUWDVWKHOHDUQHUJDLQVFRQILGHQFHDQG<br />

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School literacies–WKRVHOLWHUDFLHVZKLFKDUHWDXJKWDQGYDOXHGLQFODVVURRPV

Semiotic systems –V\VWHPVRIVLJQVWRFRPPXQLFDWHPHDQLQJ<br />

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Social constructionism –YLHZVNQRZOHGJHDVFRQVWUXFWHGV\PEROLFDOO\LQWKHPLQGWKURXJK<br />

VRFLDO LQWHUDFWLRQ ZLWK RWKHUV DQG LV KHDYLO\ GHSHQGHQW RQ FXOWXUH FRQWH[W FXVWRP DQG<br />

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Sight vocabulary – ZRUGV WKDW DUH LPPHGLDWHO\ UHFRJQLVHG DV D ZKROH DQG GR QRW UHTXLUH<br />

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Standardised test –DWHVWZLWKVSHFLILHGWDVNVDQGSURFHGXUHVVRWKRVHWHVWHUVZRUNLQJLQ<br />

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Syntactic awareness –WKHUHFRJQLWLRQRIJUDPPDWLFDOSDWWHUQVRUVWUXFWXUHVLQODQJXDJH$<br />

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7KLVJORVVDU\RIWHUPVGUDZVKHDYLO\RQThe literacy dictionary: The vocabulary of reading<br />

and writing HGLWHGE\7/+DUULVDQG5(+RGJHV,5$1HZDUN'HODZDUH

References<br />

:LJJOHZRUNV6FKRODVWLF%HJLQQLQJ/LWHUDF\6\VWHP9HUVLRQ:LQGRZVRUODWHU<br />

>&'520@6FKRODVWLF,QF<br />

(\HZLWQHVV &KLOGUHQV (QF\FORSHGLD >&'520 ,6%1 @ /RQGRQ<br />

'RUOLQJ.LQGHUVOH\0XOWLPHGLD<br />

$GDPV0-Beginning to read: Thinking and learning about print&DPEULGJH0$<br />

0,73UHVV<br />

$XVWUDOLDQ&RXQFLOIRU(GXFDWLRQDO5HVHDUFKTests of basic skills aspects of literacy<br />

level A0HOERXUQH9LF$XVWUDOLDQ&RXQFLOIRU(GXFDWLRQDO5HVHDUFK<br />

$XVWUDOLDQ(GXFDWLRQ&RXQFLOA statement on English for <strong>Australian</strong> schools&DUOWRQ<br />

9LF&XUULFXOXP&RUSRUDWLRQ<br />

%DGLDQ 1 $ 3UHGLFWLQJ UHDGLQJ DELOLW\ RYHU WKHORQJ WHUP7KH FKDQJLQJ UROHV RI<br />

OHWWHU QDPLQJ SKRQRORJLFDO DZDUHQHVV DQG RUWKRJUDSKLF SURFHVVLQJ Annals of<br />

Dyslexia, 45<br />

%DNHU& )UHHERG\3Introductions to the culture of literacy2[IRUG8.%DVLO<br />

%ODFNZHOO<br />

%HUQVWHLQ%Class, codes and control/RQGRQ5RXWOHGJHDQG.HJDQ3DXO<br />

%ODFNOHGJH$Literacy , power and social justice6WDIIRUGVKLUH7UHQWKDP%RRNV<br />

%ODWFKIRUG3&KLOGUHQVZULWLQJDW\HDUV$VVRFLDWLRQVZLWKKDQGZULWLQJRQVFKRRO<br />

HQWU\DQGSUHVFKRROIDFWRUVBritish Journal of Educational Psychology, 61<br />

%ODWFKIRUG3%XUNH-)DUTXKDU&3OHZLV, 7L]DUG%$VVRFLDWLRQVEHWZHHQ<br />

SUHVFKRRO UHDGLQJ DQG UHODWHG VNLOOV DQG ODWHU UHDGLQJ DFKLHYHPHQW British<br />

Educational Research Journal, 13<br />

%RXUGLHX3Outline of a theory of practice 1LFH57UDQV/RQGRQ&DPEULGJH<br />

8QLYHUVLW\3UHVV<br />

%RXUGLHX37KHIRUPVRIFDSLWDO,Q-5LFKDUGVRQ(GHandbook and research for<br />

the sociology of education.1HZ

&DLUQH\ 7 + 5XJH - %XFKDQDQ - /RZH . 0XQVLH / Developing<br />

partnerships: The home, school and community interface9RO&DQEHUUD$&7<br />

'((7

)UHHERG\3 /XGZLJ&Everyday literacy practices in and out of schools in low<br />

socio-economic urban communities: A descriptive and interpretive research program.<br />

Executive summary0HOERXUQH9LF&XUULFXOXP&RUSRUDWLRQ<br />

)UHHERG\ 3 /XNH $ /LWHUDFLHV SURJUDPV GHEDWHV DQG GHPDQGV LQ FXOWXUDO<br />

FRQWH[WProspect, 5<br />

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VFKRROV LQ ORZ VRFLRHFRQRPLF XUEDQ FRPPXQLWLHV.9RO1DWKDQ4OG*ULIILWK<br />

8QLYHUVLW\<br />

)U\DU5Spelling: From beginnings to independence$GHODLGH6$'(&6<br />

*HH- 6RFLRFXOWXUDODSSURDFKHV WROLWHUDF\ OLWHUDFLHV Annual Review of Applied<br />

Linguistics, 12<br />

*LOPRUH$&URIW& 5HLG1Burt Word Reading Test: New Zealand revision<br />

teachers’ manual:HOOLQJWRQ1=1=&(5<br />

*ORYHU $ %HFRPLQJ ELFXOWXUDO $Q $XVWUDOLDQ SHUVSHFWLYH ,Q / ( %HUN (G<br />

Landscapes of development: An anthology of readings.%HOPRQW&$:DGVZRUWK<br />

*RRG7:LOH\$7KRPDV56WHZDUW(0F&R\-.ORRV%+XQW*0RRUH7 <br />

5DSSDSRUW-%ULGJLQJWKHJDSEHWZHHQVFKRROVDQGFRPPXQLW\2UJDQL]LQJ<br />

IRUIDPLO\LQYROYHPHQWLQDORZLQFRPHQHLJKERXUKRRGJournal of Educational and<br />

Psychological Consultation, 8<br />

*RYHUQPHQWRI:HVWHUQ$XVWUDOLDReport of the taskforce on Aboriginal social justice<br />

'DXEH5HSRUW9ROXPHVDQG3HUWK*RYHUQPHQWRI:HVWHUQ$XVWUDOLD<br />

*UDII+7KHOHJDFLHVRIOLWHUDF\,Q-0D\ELQ(GLanguage and literacy in social<br />

practice.0LOWRQ.H\QHV2SHQ8QLYHUVLW\3UHVV<br />

*UHHQ % 6XEMHFWVSHFLILF OLWHUDF\ DQG VFKRRO OHDUQLQJ $ IRFXV RQ ZULWLQJ<br />

<strong>Australian</strong> Journal of Education, 32<br />

*URRPH+ +DPLOWRQ$Meeting the educational needs of Aboriginal adolescents<br />

1%((7 &RPPLVVLRQHG 5HSRUW &DQEHUUD $&7 $XVWUDOLDQ *RYHUQPHQW<br />

3XEOLVKLQJ6HUYLFH<br />

*XQQ 6 1RYHPEHU <strong>Children</strong>’s literacy research in Australia: Some findings and<br />

current investigations from a national programme. 3DSHU SUHVHQWHG DW WKH $QQXDO<br />

&RQIHUHQFHRIWKH$XVWUDOLDQ$VVRFLDWLRQIRU5HVHDUFKLQ(GXFDWLRQ%ULVEDQH4OG<br />

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ODQJXDJHDUWV:KHQWKHUDGLFDOPLGGOHPHHWVWKHWKLUGVSDFHLanguage Arts, 74<br />

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+DOOLGD\0$.Language as social semiotic /RQGRQ(GZDUG$UQROG<br />

+DUULV6Two way Aboriginal schooling: Education and cultural survival&DQEHUUD<br />

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+D\ZDUG%Aboriginal attendance: Some practical strategies3HUWK:$0LQLVWU\<br />

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DFFHVVDQGSULQWNQRZOHGJHReading and Writing: An Interdisciplinary Journal, 12

+LOO 3 : 5RZH . - 0RGHOOLQJ VWXGHQW SURJUHVV LQ VWXGLHV RI HGXFDWLRQDO<br />

HIIHFWLYHQHVVSchool Effectiveness and School Improvement, 9<br />

+LOO6&RPEHU%/RXGHQ:5LYDOODQG- 5HLG-<strong><strong>10</strong>0</strong> children go to school:<br />

Connections and disconnections in literacy development in the year prior to school<br />

and the first year of school 9RO &DQEHUUD $&7 'HSDUWPHQW RI (PSOR\PHQW<br />

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0DVWHUV * 1 )RUVWHU 0 Mapping literacy achievement: Results of the 1996<br />

National School English Literacy Survey &DPEHUZHOO 9LF $XVWUDOLDQ &RXQFLO IRU<br />

(GXFDWLRQDO5HVHDUFK<br />

0F*UHJRU 5 0HLHUV 0 Telling the whole story: Assessing achievement in<br />

English+DZWKRUQ9LF$XVWUDOLDQ&RXQFLOIRU(GXFDWLRQDO5HVHDUFK<br />

0F+RXO$µUHDGLQJ6,Q&%DNHU $/XNH(GVTowards a critical sociology<br />

of reading pedagogy.$PVWHUGDP-RKQ%HQMDPLQ<br />

0F1DXJKWRQ 6 Patterns of emergent literacy: Processes of development and<br />

transition2[IRUG2[IRUG8QLYHUVLW\3UHVV<br />

0H\HU/$:DUGURS-/6WDKO6$ /LQQ5/(IIHFWVRIUHDGLQJVWRU\ERRNV<br />

DORXGWRFKLOGUHQJournal of Educational Research, 88<br />

0ROO / 9HOH],EDQH] & 5LYHUD & Community knowledge and classroom<br />

practice: Combining resources for literacy instruction ,QQRYDWLYH $SSURDFKHV<br />

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12<br />

Index to Volume 1<br />

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Hill<br />

Comber<br />

Louden<br />

Rivalland<br />

Reid<br />

This <strong>Australian</strong> study of<br />

children’s literacy development traces<br />

children’s progress from the year<br />

before school through to the<br />

fourth year of schooling.<br />

It provides detailed case studies on<br />

focus children, as well as comparative<br />

data on these children in relation to<br />

a cohort of children with whom<br />

they began school.<br />

This project was funded by the<br />

<strong>Australian</strong> Commonwealth Department<br />

of Education, Science and Training. The<br />

research was undertaken by researchers<br />

from three <strong>Australian</strong> universities –<br />

the University of <strong>South</strong> Australia,<br />

Edith Cowan University and<br />

the University of New England.

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