New Zealand’s Education Minister Celebrates Reading Gains in Early Learners

The New Zealand Government’s implementation of structured literacy is leading to notable improvements in reading achievement among new entrants, according to Education Minister Erica Stanford. This initiative, launched at the beginning of the year, aims to enhance literacy in primary schools nationwide by mandating structured literacy alongside the new English curriculum.

As part of this initiative, new entrants are assessed after 20 weeks in school through a phonics check, which measures their reading progress. The latest data reveals a substantial increase in reading success across the country. “New phonics data shows a significant boost in reading success right across the country,” Stanford stated.

Stanford emphasized the government’s commitment to foundational education, noting that the shift toward structured literacy is beginning to reverse a long-term decline in student achievement. “We followed the science, data and evidence, and in less than a year we are growing more confident readers,” she added.

Key Improvements in Reading Achievement

The phonics data from term three indicates that 58 percent of students are now meeting or exceeding reading expectations, a marked increase from 36 percent in term one. Additionally, 43 percent of students are now exceeding expectations, more than double the rate seen earlier in the year.

These advancements have led to a decrease in the number of students requiring targeted support, dropping from 52 percent in term one to 33 percent by term three. Stanford highlighted the significance of early reading success, stating, “Evidence shows the younger children master learning to read, the more likely they are to succeed at school.”

Among Māori students, there has been a substantial increase in those performing at or above expected levels, rising from 25 percent to 43 percent within two terms. The percentage of Māori children needing additional support also fell, from 62 percent to 47 percent during this period.

Promoting Equity in Education

Improvements have been seen across diverse demographics, particularly in high-equity (low-decile) schools, where the percentage of children meeting expected reading levels increased from 18 percent to 35 percent. Pacific students also showed significant progress, with those meeting expectations rising from 27 percent to 43 percent.

“This is an incredible improvement in reading scores in less than half a year and reflects the brilliant work teachers are doing,” Stanford remarked. She expressed confidence that the structured literacy reforms will benefit all students, regardless of their background.

By prioritizing reading achievement from the first year of schooling, the New Zealand Government aims to provide young learners with the best chance of success in their educational journeys. The positive outcomes thus far suggest that the push for structured literacy is making a meaningful impact on student performance across the nation.