Contribution to Book
A Longitudinal Study of Literacy Development in the Early Years of School
Understanding What Works in Oral Reading Assessments: Recommendations from Donors, Implementers and Practitioners
(2016)
Abstract
A longitudinal study of children’s literacy and numeracy development through the primary school years was conducted in Australia from 1999 to 2005. The study, called the Longitudinal Literacy and Numeracy Study (LLANS) was undertaken by the Australian Council for Educational Research (ACER). The LLANS was designed to identify patterns of growth in literacy and numeracy achievement. A random sample of Australian students was followed across seven years of primary schooling. The key research question was “what is the nature of literacy and numeracy development amongst Australian school children?” The literacy component of the LLANS investigated children’s development in reading and writing. This article focuses mainly on the reading component of the study in the first three years, which was assessed orally in one-on-one interviews.
Keywords
- Oral reading,
- Literacy education,
- Longitudinal studies,
- Lower primary years,
- Student assessment,
- Reading tests,
- Reading achievement
Disciplines
Publication Date
2016
Publisher
UNESCO Institute for Statistics
ISBN
978-92-9189-196-2
DOI
https://doi.org/10.15220/978-92-9189-196-2-en
Citation Information
Juliette F Mendelovits and Marion Meiers. "A Longitudinal Study of Literacy Development in the Early Years of School" MontrealUnderstanding What Works in Oral Reading Assessments: Recommendations from Donors, Implementers and Practitioners (2016) p. 118 - 125 Available at: http://works.bepress.com/juliette_mendelovits/39/
Creative Commons License
This work is licensed under a Creative Commons CC_BY-SA International License.