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Item The home literacy environment of school-age autistic children with high support needs.(John Wiley and Sons, 2024-08-01) Westerveld MF; Malone SA; Clendon S; Bowen R; Hayley G; Paynter JBACKGROUND: As a group, autistic children with high support needs (with adaptive functioning in the range of an intellectual disability) are at risk of significant literacy difficulties. We investigated the parent-reported home literacy environment of this group of children. METHOD: Sixty-two parents of autistic children (4.5 to 18.25 years) attending an autism-specific school completed a home literacy survey reporting on their child's: (1) alphabet knowledge, (2) interest in reading, (3) activities/interactions around books, (4) reading ability, and (5) writing ability. RESULTS: We found significant positive correlations between parent-reported child interest in reading and literacy-related interactions and skills, but not with child age. Children using spoken words to communicate obtained significantly greater scores on four home-literacy subscales, but not on reading interest. CONCLUSIONS: A better understanding of the home literacy activities of autistic children with high-support needs is needed to inform educational practices aimed at promoting literacy development in this vulnerable population.Item A survey of communication supports in Grade R classrooms in the Western Cape, South Africa(AOSIS, 2022-10-28) Kathard H; Parusnath P; Thabane L; Pillay M; Jing Hu Z; Le Roux J; Harty M; O Carrol S; Mallick RBBackground: Early classroom communication supports are critical in influencing oral language development and emergent literacy skills. It is both support from peers and adults, as well as the environment that impacts the quality and efficacy of language learning. Schools in particular play a key role in communication development, which will be further explored in this article. Objectives: To describe how communication was being supported in the classroom by teachers in the areas of language-learning environment (LLE), language-learning interactions (LLIs) and language-learning opportunities (LLOs) to focus on classroom communication supports to strengthen literacy outcomes for Grade R learners. Method: A cross-sectional descriptive survey of classrooms was conducted using a structured observation method in 136 classrooms. The Communication Supporting Classroom Observation Tool was used to make 223 observations across classrooms of LLE (19 items), LLI (20 items) and LLO (5 items). A descriptive analysis of frequency of occurrence of items was conducted for each domain. Results: Language-learning environment had more frequently occurring observations, with 12 out of 19 items being observed with a frequency of occurrence greater than 65%, indicating that the environment had adequate basic resources (e.g. good light). Language-learning interactions scores indicated that 3 out of 20 items were observed frequently, while 17 out of 20 items were observed less frequently (56.5%), including interactive strategies (e.g. turn-taking). Language Learning Opportunities scores indicated that teacher-led behaviours (e.g. including children in small group activities) were infrequently observed on all items. Conclusion: While the physical environment was generally supportive, the behaviours in the interactive domains of LLI and LLO were observed less frequently. There is potential for speech–language therapists to work collaboratively with teachers to develop communication supporting classrooms as a critical primary-level intervention for language-literacy learning.Item Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial(American Speech-Language-Hearing Association, 2021-01-19) Clendon S; Paynter J; Walker S; Bowen R; Westerveld MFPurpose Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child's literacy strengths and needs and the implications for individualized instruction. Conclusion The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs.Item Investigating the social validity of an early literacy assessment tool in New Zealand classrooms : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand(Massey University, 2018) Davidson, LaurenThere is vast evidence that emergent literacy skills provide the foundation for reading success. Print concept knowledge and listening comprehension are two emergent literacy skills that make important contributions to reading and can be developed in early childhood. However, some children may start school without the necessary knowledge to succeed with formal literacy instruction and will be at-‐risk for underachievement. Appropriate assessment and subsequent support can produce positive outcomes for these children, however, there are currently few tools dedicated to assessing print concept knowledge and listening comprehension in the early stages of schooling. The current research involved the development of an assessment tool that assessed these skill areas. Four Year 0-‐1 teachers in New Zealand then trialled the tool with children who they perceived may need additional literacy support. Interviews were conducted to seek teacher perceptions about the tool’s social validity. Findings suggest this tool could be an effective resource for teachers who prefer authentic assessment and it has the potential to provide valuable information about a child’s understanding of print concept knowledge and listening comprehension abilities to inform teacher planning. Future directions for related research are discussed including the recommendation for a larger scale study seeking feedback from a greater number of teachers in New Zealand.Item An investigation into contextual facilitation effects from a verbal-visual format : a thesis presented in partial fulfilment of the requirements of the degree of Master of Education, Education Department, Massey University, Palmerston North, New Zealand(Massey University, 1992) Hyde, Justin Charles FrancisThis study investigated the use of contextual facilitation in children's beginning reading. A verbal-visual format was utilised to examine the way context influences children's ability to identify irregular words (words which do not follow normal spelling to sound relationships). The study also determined whether poor or good readers in each grade utilised context more or less according to a proposed stage pattern of word identification. The sample, comprised 113, children drawn from three grades from a Primary School in New Plymouth. Children were individually tested with the Peabody Picture Vocabulary Test-Revised, BURT Word Reading Test, Isolated Word Test and Contextual Facilitation Test. The BURT, Isolated Word Test and Context Facilitation Test were modified for easier presentation and active participation of the children to reduce confounding variables of earlier research. Two ANOVA's were applied to analyse data in this study. The first was used to assess the difference that exists in contextual facilitation across the grades tested. The second ANOVA assessed the interaction between grade by reading ability by word block difficulty for context facilitation and for movement through the proposed stage pattern in word recognition. A correlation and stepwise regression assessed the link between context facilitation and BURT scores for reading ability differences between the children in relation to contextual facilitation use. The first ANOVA revealed that utilisation of context with childrens' increasing age decreases for simple words, but increases with increasing word difficulty. The second ANOVA indicated a divergence in reading ability and contextual facilitation beginning at about Junior 2 grade, which possibly delayed childrens' development of automatic word decoding skills. The correlation and stepwise regression between contextual facilitation and BURT scores provides the range of the children's word identification ability. This showed a considerable range in ability from poor word decoding where context cannot be utilised, through an alliance between decoding and context to identify words; to highly efficient word decoding without the need for context. Evidence from this study indicates the existence of a stage pattern of sight word acquisition similar to that proposed by Adams and Huggins (1985). This consists of three stages: 1) non-recognition, 2) intermediate and 3) automatic word recognition. Results of. this study provide evidence that an alliance exists between children's decoding and context for words in the intermediate stage before automatic word recognition occurs. As a result, increasing word identification ability into the child's non-recognition stage from intermediate stage expansion. Divergence in the stage pattern proposed begins in Junior 2 grade, where low ability readers lag behind in automatic word decoding and rely more on context. Further research beyond the generalised results from this study should include a longitudinal study to follow the reading development of individual students.Item Stimulus, effects attention and reading performance : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in applied psychology at Massey University(Massey University, 1976) McRae, Garth CranstonThis investigation reports an experimental study on the effects different stimulus characteristics have on attention and subsequent reading performance with "good" and "poor" readers. Forty subjects between the ages of eleven and eleven and a half years at the time of the study (November, 1975) were selected from a typical city school on the following criteria: (i) All subjects had to score within ±1 standard deviation of the mean on the "Henmon-Nelson Tests of Mental Ability" Group 6-9, Form A. (H.N.) (ii) Twenty of them (ten boys, ten girls) had to score between 20-30 raw score points on the "Progressive Achievement Test: Reading Comprehension" and have a Teacher rating of 3+ or 2. (iii) Twenty of them (ten boys, ten girls) had to score 18 or less raw score points on the "Progressive Achievement Test: Reading Comprehension" and have a Teacher rating of 3- or 4. These two groups were then referred to respectively as "good" and "poor" readers. Intelligence was being held constant to prevent It being an Independent variable in this study. All forty subjects were tested on the "Concealed Figures Test" (C.F.T.) which was used in the study as a measure of "attentional style". Each subject was then presented with a series of slides and his responses recorded. In the first instance six slides, containing three real and three novel animals, were presented In a typical setting. Each slide had a coloured border surrounding it. After viewing each slide (their viewing time being recorded) they were asked to select from two multiple choice questions the setting in which the animal appeared and the colour of the border. This was repeated with the same animals In atypical settings and different coloured borders. Responses to the setting were recorded as "intentional" learning while the border colour was termed "Incidental learning". Each subject was then presented with a slide containing a "mutilated" text (where the first letter of each word had been changed) on each of the animals viewed previously. Each text was presented three times - with a picture, without a picture, without a picture but surrounded by a coloured border. The "on task" time and number of word errors was recorded for each presentation. The same procedure was repeated only with a different six animals as the subjects for the text (again comprising of three novel and three real animals). "On task" time and word errors were again recorded. Finally, five slides about one novel and four real animals were presented in traditional orthography as a control measure. These were presented as text only, text and picture, text and border, text and picture and border. On analysis of the data it was found that "incidental" learning was no greater with bright coloured borders than it was with dull coloured borders. "Intentional" learning too was tested out not significantly different with novel animals or settings than it was with real animals or typical settings. On the "attentional style" test boys were found to have significantly less errors than girls (p<.005). However, predicted differences in the number correct between boys and girls, "good" and "poor" readers showed no significance on a one tailed t-test. The "on task" time of high scorers on the C.F.T, as compared with low scorers did not differ significantly in the reading of the "mutilated" texts. "Good" readers though spent less time "on task" when the text was presented with a picture than did "poor" readers (p<.05). The same significant difference existed when they were presented with a text only. However, no difference was found when they were presented with a text surrounded with a coloured border. Reading performance of "poor" readers was increased when presented with a text only as compared with a text and illustration (p<.10). A one tailed t-test also showed a significant improvement in the performance of "poor" readers when the text had a coloured border around it (p<.05). The bright colours showed a very significant improvement in reading performance of "poor" readers as compared with the text only (p<.005). Stimulus materials such as texts with a coloured border seem to assist "poor" readers in particular into focusing their attention on to the relevant cues and increase their success in reading.Item An exploratory study : Māori children's bi/literacy experiences moving from a kōhanga reo setting to a kura kaupapa Māori, bilingual, and mainstream education setting : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Education in Education Psychology at Massey University, Manawatu, New Zealand(Massey University, 2015) Rona, SarikaThis research explored the bi/literacy experiences of three kōhanga reo children as they start school in one of the three school settings: kura kaupapa Māori, bilingual unit, and mainstream. A Kaupapa Māori approach underpinned this research and guided the case study methodology employed. Parents and teachers are interviewed to gain insight into the aspirations and expectations of their child’s literacy development. The children’s literacy experiences were observed in the school classroom upon school entry. The findings of each case study is discussed and analysed separately and then synthesised and critiqued Key findings include the importance of home literacy support, relationship building, building on prior literacy experiences and knowledge, and quality language instruction in supporting biliteracy development. The study highlights the obligation for further understanding of biliteracy learning in New Zealand schools by teachers and parents, the need for more bilingual teachers, the urgency for further development of assessment tools appropriate for bilingual children, and the demand for quality resources that support literacy development in all school settings, kōhanga reo, and the home.Item International approaches to literacy for gender empowerment : a review of the literature and analysis in relation to Timor-Leste : a research project presented in partial fulfilment of the requirements for the degree of Master of International Development, Development Studies, Massey University, Manawatu, New Zealand(The Author, 2012) Martins, Sandra GusmaoAfter 400 years of colonial rule and illegal occupation Timor-Leste gained independence (World Bank, 2004). However, in the wake of this, as they sought to rebuild the country, the newly founded government was faced with numerous development challenges, such as wide spread illiteracy and a non-existent education system. Given this non-existent education system and the extent of illiteracy noted more in the rural areas and in relation to women, part of the solution to addressing the issue was to implement informal literacy programmes. It was argued that increasing women?s literacy was an important strategy for increasing women?s social, political and economic participation and achieving empowerment (Olufunke, 2011). However there are also debates contesting that participation in literacy programmes automatically leads to the empowerment of women, rather the programmes on offered need to be understood in the context of the place where they are being delivered (Stromquist, 2002). With this in mind this research project seeks to critically explore firstly, international approaches to adult literacy with a specific focus on gender and empowerment, and secondly, the relevance of these international approaches to adult literacy as an empowering tool in relation to women in Timor-Leste. This desk-based exploration unpacks four international approaches to adult literacy, which come under the umbrella of critical literacy approaches, these are: „New Literacy Studies? (NLS), „Real Literacies Approach? (RLA), the „REFLECT? Method, and the „Community Literacy Approach? (CLA). These four approaches are critically discussed in relation to women?s empowerment focusing specifically on debates by Rowlands (1995, 1997) and Kabeer (1999), who draw on Freire?s (1970) concept of empowerment, conscientization. Having interrogated these four approaches I then reflected upon them in terms of the Timor-Leste situation, focusing specifically on issues of effectiveness and appropriateness. I conclude that rural women can experience empowerment through participation in adult literacy programmes. In considering the REFLECT Method, the common empowerment dimensions experienced are the personal sphere or dimension (Rowlands, 1995, 1997), the achievement dimension (Kabeer, 1999), with evidence of „conscientization? or critical consciousness (Freire, 1970). The REFLECT Method is thus considered to be the most appropriate and effective approach to adult literacy and gender in Timor-Leste. However, this approach can also be combined with other approaches (in particular the RLA), which is implemented nationwide in Timor-Leste. However it is important to note that literacy itself does not guarantee empowerment, there is a need to think beyond literacy and how (within) this process women can access their fundamental rights, as well as possibilities of power (Archer, 2002).Item Teaching strategies for gifted students in mathematics and literacy : a case study in a New Zealand primary school : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education at Massey University(Massey University, 2008) Lilley, KatherineTo date there is little New Zealand based research of gifted students in their regular classrooms and to address this issue, this qualitative case study has been undertaken. Three research aims firstly examine the strategies regular classroom teachers use to provide teaching and learning experiences in mathematics and literacy to cater for the identified needs of gifted students; investigate the views of the teachers and gifted students about teaching and learning programmes in mathematics literacy, and lastly provide descriptive examples of how teachers in Years 4-6 primary school classrooms are catering for their gifted students' diverse learning needs. Data has been gathered through observations of teachers and gifted students in their classroom environments using a Classroom Observation Focus, by conducting semi-structured interviews of both teachers and gifted students, and through document collection. An analysis of the data identified themes that have contributed to the findings of this research. The teachers in this research represent a range of teaching experiences with each teacher having different opportunities to work with gifted students. All of the teachers saw their role in the classroom as one of assessing and teaching to their students' learning needs. These research findings provide important discussion points about the similarities between the strategies used by the three teachers in mathematics and literacy teaching. The findings also suggest successful teaching strategies to promote gifted students' learning, in mathematics and literacy, are reliant on the teacher's understanding of giftedness and their understanding of the processes of differentiation as a way to provide for gifted learners in the regular classroom environment. Research findings also indicate that the perspectives of the gifted students, determined by eliciting their views on what was happening in their classrooms, are pivotal in ensuring a gifted student's learning needs are catered for. It is important then for teachers to consider how they are providing challenge, choice, and flexibility for these unique and diverse students within the regular classroom environment.Item Literacy and language skills in the new vocational training environment : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts (Social Sciences) at Massey University(Massey University, 1996) Sutton, Alison JoySignificant numbers of New Zealanders do not have adequate literacy, numeracy and spoken English language skills for the demands made of them in the workplace, particularly where workplace reform initiatives have increased the quantity and sophistication of the skills required. Recent reforms in the national vocational education and training system are intended to increase participation in education and training, yet many adults with poor literacy skills never participate in post-school training and therefore may not be able to make use of these new opportunities. Industry Training Organisations (ITOs) are responsible for the design, management and delivery of training for their respective industries, and are national standards-setting bodies for the National Qualifications Framework. ITOs are therefore key stakeholders in the vocational training arena. This study evaluated the extent to which a sample of senior managers from 32 ITOs recognised literacy, numeracy and language skill levels as significant issues and the manner in which literacy skills are being incorporated into industry qualifications on the Framework. The evaluation used an enlightenment evaluation methodology to provide a policy focus to the research. Literacy, numeracy and language skills were regarded as significant by only a small of respondents, but this is likely to change when more workers participate in training and in particular when large numbers of learners are assessed against unit standards. Some ITOs have put strategies in place to support learners with limited literacy skills, but these are not adequate. There was some evidence of poor assessment practices. There was confusion about the most effective way to integrate literacy, numeracy and language skills into qualifications and the methods used were not in keeping with research on the transfer and integration of literacy skills from a training context to on-the-job performance. In order to improve the integration of these skills into the training system national policies and common definitions need to be established, supported by substantial research.