The NSW Department of Education and Communities (DEC) commissioned the Australian Council for Educational Research (ACER) in August 2012 to conduct a literature review of the evidence regarding the efficacy and effectiveness of the range of literacy and numeracy interventions in use in the early years of schooling (Years K–3). The review was commissioned on behalf of the Ministerial Advisory Group on Literacy and Numeracy (MAGLN).
A significant aspect of the MAGLN’s work involves the examination of evidence about literacy and numeracy teaching practices and interventions that are effective for children with varied learning needs.
The overarching purpose of the review was to contribute to the evidence base on the efficacy and effectiveness of the range of interventions in literacy and numeracy teaching and learning, focusing on the early years of schooling by documenting the most current research and knowledge from Australia and internationally about the short and long-term impacts, of a range of literacy and numeracy interventions on student learning outcomes. Where possible the literature review was to refer to any cost-effectiveness analysis that had been undertaken with the view to identifying evidence-based models of effective practice in literacy and numeracy interventions. In turn the review was to provide an overview of the general principles of effective intervention in literacy and numeracy learning.