T-shaped literacy skills: An emerging research-practice hypothesis for literacy instruction

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dc.contributor.author Wilson, Aaron en
dc.contributor.author Jesson, Rebecca en
dc.date.accessioned 2019-09-23T22:23:44Z en
dc.date.issued 2019 en
dc.identifier.issn 0110-6376 en
dc.identifier.uri http://hdl.handle.net/2292/47922 en
dc.description.abstract Ongoing research-practice conversations between teachers and researchers have identified a practical tension faced by teachers of upper primary/early secondary students whose progress has slowed. Teachers report that a researcher-led push to develop more sophisticated readings of complex texts results in less reading mileage, potentially impacting negatively on students’ skills. This article proposes a T-shaped model for literacy instruction to mitigate these risks. We posit the hypothesis that reading of multiple texts with a relatively narrow focus can simultaneously deepen understandings, widen the breadth of texts engaged with, and promote higher order skills. en
dc.publisher NZCER en
dc.relation.ispartofseries Set: Research information for teachers en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title T-shaped literacy skills: An emerging research-practice hypothesis for literacy instruction en
dc.type Journal Article en
dc.identifier.doi 10.18296/set.0131 en
pubs.issue 1 en
pubs.begin-page 15 en
pubs.volume 2019 en
dc.rights.holder Copyright: The author en
pubs.end-page 22 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 767309 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
dc.identifier.eissn 2253-2145 en
pubs.record-created-at-source-date 2019-04-02 en

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