Abstract
Annually, the results released from the National Assessment Program Literacy and Numeracy testing Australia-wide confirm the huge gaps in literacy performance between students from Indigenous and non-Indigenous Australian backgrounds, particularly for those students living in remote communities. Recent research has shown promising results, indicating that one of the major changes that is likely to show positive effects on Indigenous students’ literacy levels is the provision of scientific, evidence-based, best-practice reading instruction.
We would like to thank the teachers and students who worked with us in Cape York, our MultiLit instructors and research teams and Cape York Partnership.
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Wheldall, K., Wheldall, R., Madelaine, A., Reynolds, M., Arakelian, S., Kohnen, S. (2019). ‘Just Teach Our Kids to Read’: Efficacy of Intensive Reading Interventions for Both Younger and Older Low-Progress Readers in Schools Serving Mainly Remote Indigenous Communities. In: Rennie, J., Harper, H. (eds) Literacy Education and Indigenous Australians. Language Policy, vol 19. Springer, Singapore. https://doi.org/10.1007/978-981-13-8629-9_13
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