Growth in Literacy and Numeracy in the First Three Years of School.

Marion Meiers; Siek Toon Khoo; Ken Rowe; Andrew Stephanou; Prue Anderson; Kathy Nolan

Growth in Literacy and Numeracy in the First Three Years of School.

Marion Meiers, Siek Toon Khoo, Ken Rowe, Andrew Stephanou, Prue Anderson, Kathy Nolan

Research output: Book/Report › Book

Abstract

This report describes the findings from the first three years of the ACER longitudinal Literacy and Numeracy Study (LLANS). The longitudinal study was established in 1999 in a context in which there was significant national interest in improving achievement in literacy and numeracy for all Australian children, and a particular interest in the development of foundational skills in the early years of school. A nation wide sample of 100 schools was selected in proportion to the population of each state and territory and ten students were randomly selected from each of these schools. This provided a cohort for LLANS of 1000 children who commenced school in 1999. The longitudinal study continued beyond the first three years of school until 2005 when the students in the sample were in year 6.

Original language	English
Publication status	Published - 1 Jun 2006
Externally published	Yes

Keywords

ACER Monographs

Disciplines

Educational Assessment, Evaluation, and Research

Access to Document

Cite this

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title = "Growth in Literacy and Numeracy in the First Three Years of School.",

abstract = " This report describes the findings from the first three years of the ACER longitudinal Literacy and Numeracy Study (LLANS). The longitudinal study was established in 1999 in a context in which there was significant national interest in improving achievement in literacy and numeracy for all Australian children, and a particular interest in the development of foundational skills in the early years of school. A nation wide sample of 100 schools was selected in proportion to the population of each state and territory and ten students were randomly selected from each of these schools. This provided a cohort for LLANS of 1000 children who commenced school in 1999. The longitudinal study continued beyond the first three years of school until 2005 when the students in the sample were in year 6.",

keywords = "ACER Monographs",

author = "Marion Meiers and Khoo, {Siek Toon} and Ken Rowe and Andrew Stephanou and Prue Anderson and Kathy Nolan",

note = "Meiers, M., Khoo, S. T., Rowe, K., Stephanou, A., & Anderson, P. (2006). Growth in literacy and numeracy in the first three years of school (ACER Research Monographs No. 61).",

year = "2006",

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AU - Rowe, Ken

AU - Stephanou, Andrew

AU - Anderson, Prue

AU - Nolan, Kathy

N1 - Meiers, M., Khoo, S. T., Rowe, K., Stephanou, A., & Anderson, P. (2006). Growth in literacy and numeracy in the first three years of school (ACER Research Monographs No. 61).

PY - 2006/6/1

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N2 - This report describes the findings from the first three years of the ACER longitudinal Literacy and Numeracy Study (LLANS). The longitudinal study was established in 1999 in a context in which there was significant national interest in improving achievement in literacy and numeracy for all Australian children, and a particular interest in the development of foundational skills in the early years of school. A nation wide sample of 100 schools was selected in proportion to the population of each state and territory and ten students were randomly selected from each of these schools. This provided a cohort for LLANS of 1000 children who commenced school in 1999. The longitudinal study continued beyond the first three years of school until 2005 when the students in the sample were in year 6.

AB - This report describes the findings from the first three years of the ACER longitudinal Literacy and Numeracy Study (LLANS). The longitudinal study was established in 1999 in a context in which there was significant national interest in improving achievement in literacy and numeracy for all Australian children, and a particular interest in the development of foundational skills in the early years of school. A nation wide sample of 100 schools was selected in proportion to the population of each state and territory and ten students were randomly selected from each of these schools. This provided a cohort for LLANS of 1000 children who commenced school in 1999. The longitudinal study continued beyond the first three years of school until 2005 when the students in the sample were in year 6.

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M3 - Book

BT - Growth in Literacy and Numeracy in the First Three Years of School.

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