100 Children Turn 10 - South Australian Policy Online
100 Children Turn 10 - South Australian Policy Online
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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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 />
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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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These major findings and discussion are a summary of the research conducted during 1996-2000.<br />
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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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• 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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home literacy culture<br />
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school-home relationship<br />
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teacher expectations<br />
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parental expectations<br />
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literacy development over<br />
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60<br />
Percentage of children<br />
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40<br />
30<br />
20<br />
<strong>10</strong><br />
0<br />
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40<br />
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35<br />
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25<br />
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References<br />
:LJJOHZRUNV6FKRODVWLF%HJLQQLQJ/LWHUDF\6\VWHP9HUVLRQ:LQGRZVRUODWHU<br />
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$GDPV0-Beginning to read: Thinking and learning about print&DPEULGJH0$<br />
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$XVWUDOLDQ&RXQFLOIRU(GXFDWLRQDO5HVHDUFKTests of basic skills aspects of literacy<br />
level A0HOERXUQH9LF$XVWUDOLDQ&RXQFLOIRU(GXFDWLRQDO5HVHDUFK<br />
$XVWUDOLDQ(GXFDWLRQ&RXQFLOA statement on English for <strong>Australian</strong> schools&DUOWRQ<br />
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%DNHU& )UHHERG\3Introductions to the culture of literacy2[IRUG8.%DVLO<br />
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%ODWFKIRUG3&KLOGUHQVZULWLQJDW\HDUV$VVRFLDWLRQVZLWKKDQGZULWLQJRQVFKRRO<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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