A Longitudinal Study of Literacy Development in the Early Years of School

Juliette F Mendelovits; Marion Meiers

doi:10.15220/978-92-9189-196-2-en

A Longitudinal Study of Literacy Development in the Early Years of School

Juliette F Mendelovits, Marion Meiers

Australian Council for Educational Research (ACER)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

A longitudinal study of children’s literacy and numeracy development through the primary school years was conducted in Australia from 1999 to 2005. The study, called the Longitudinal Literacy and Numeracy Study (LLANS) was undertaken by the Australian Council for Educational Research (ACER). The LLANS was designed to identify patterns of growth in literacy and numeracy achievement. A random sample of Australian students was followed across seven years of primary schooling. The key research question was “what is the nature of literacy and numeracy development amongst Australian school children?” The literacy component of the LLANS investigated children’s development in reading and writing. This article focuses mainly on the reading component of the study in the first three years, which was assessed orally in one-on-one interviews.

Original language	English
Title of host publication	Understanding What Works in Oral Reading Assessments: Recommendations from Donors, Implementers and Practitioners
DOIs	https://doi.org/10.15220/978-92-9189-196-2-en
Publication status	Published - 2016

Keywords

Literacy education
Longitudinal studies
Lower primary years
Oral reading
Reading achievement
Reading tests
Student assessment

Disciplines

Educational Assessment, Evaluation, and Research
Early Childhood Education
Language and Literacy Education

Access to Document

10.15220/978-92-9189-196-2-enLicence: Unspecified

http://uis.unesco.org/sites/default/files/documents/understanding-what-works-in-oral-reading-assessments-2016-en.pdf

Cite this

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abstract = " A longitudinal study of children{\textquoteright}s literacy and numeracy development through the primary school years was conducted in Australia from 1999 to 2005. The study, called the Longitudinal Literacy and Numeracy Study (LLANS) was undertaken by the Australian Council for Educational Research (ACER). The LLANS was designed to identify patterns of growth in literacy and numeracy achievement. A random sample of Australian students was followed across seven years of primary schooling. The key research question was “what is the nature of literacy and numeracy development amongst Australian school children?” The literacy component of the LLANS investigated children{\textquoteright}s development in reading and writing. This article focuses mainly on the reading component of the study in the first three years, which was assessed orally in one-on-one interviews.",

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AB - A longitudinal study of children’s literacy and numeracy development through the primary school years was conducted in Australia from 1999 to 2005. The study, called the Longitudinal Literacy and Numeracy Study (LLANS) was undertaken by the Australian Council for Educational Research (ACER). The LLANS was designed to identify patterns of growth in literacy and numeracy achievement. A random sample of Australian students was followed across seven years of primary schooling. The key research question was “what is the nature of literacy and numeracy development amongst Australian school children?” The literacy component of the LLANS investigated children’s development in reading and writing. This article focuses mainly on the reading component of the study in the first three years, which was assessed orally in one-on-one interviews.

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