Teaching for Growth: Effective teaching of literacy and numeracy > Graduate School of Education: The University of Western Australia
 
 

Graduate School of Education

Teaching for Growth: Effective teaching of literacy and numeracy

 

Final Report

 

Teacher writing on a white board

This was a three-year longitudinal study on the effective teaching of literacy and numeracy for the Western Australian Department of Education and Training.

Teaching for Growth explored the relationship between children’s growth in literacy and numeracy and teachers’ classroom teaching practices. 

It comprised two related studies: a study of teachers’ practices and children’s growth in literacy in Pre-primary and Year 1; and a study of teachers’ practices and children’s growth in numeracy in Year 8.

Study 1 and Study 2 have identified some important differences in rates of growth in literacy and numeracy.

Rates of growth in literacy were slower for Western Australian Preprimary children than for Year 1 children, but this was not the case for a national sample of children of similar age. Rates of growth were slower for lower-performing than for higher performing students in Year 8 numeracy.

In both literacy and numeracy, it seems likely that growth for children could be improved if teachers were able to use more of the teaching practices identified in the two observation schedules, Classroom Literacy Observation Schedule – Revised (CLOS-R)  and Teaching of Mathematics Observation Schedule (ToMOS).