Auckland region – Teaching & Learning Research Initiative

Enhancing capacity to analyse students’ writing

1. Introduction 1.1 Aims The research, practice, and partnership goals of the Teaching & Learning Research Initiative (TLRI) provided the framework for this project. The aims were aligned to all the principles of TLRI[1] and in particular to Principle One: a strategic principle that aims to reduce inequalities and address diversity, understand the processes of teaching and learning, and, to some extent, explore future possibilities. It also has strong links with the practice goals of Principles Five and Six. These demand that projects should contribute to practice and lead to significant improvements and outcomes for learners. As stated below, this was the guiding principle for this project. Principle Six also states

Enhanced teaching and learning of comprehension in Years 4-9 in Seven Mangere Schools

Executive Summary The schools of South Auckland which have high proportions of Māori and Pasifika students have long been described by researchers as sites for low achievement, particularly in literacy (e.g., Ramsay, Sneddon, Grenfell & Ford, 1981). However, recent evidence suggests that the disparities between Māori and Pasifika students and other students in reading accuracy have been reduced, and that there has been a substantial reduction in the proportions of students in the lowest bands of achievement. Despite this, the evidence also suggests that at Year 4 and Year 9, the disparities in reading comprehension have continued, if not increased (Crooks & Flockton, 2005). A research and development programme, conducted as