Case Studies – RWMP

The Urewera Early Literacy Initiative (TUELI)

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This is an account from one of the schools, or clusters of schools, that have received funding from the Reading, Writing and Mathematics Proposals Pool (RWMP) to support programmes in reading, writing and mathematics for students years 1 to 6.

The Urewera Early Literacy Initiative (TUELI) was developed by three schools in the Urewera area – Murupara, Galatea, and Kaingaroa. Some parts of this area, particularly Kaingaroa, have seen quite a high level of transience in the population, as social and economic changes have affected employment opportunities, especially in the forestry industry, and services are stretched. However, there is a strong sense of community.

The issues

Over the past several years, teachers became concerned about a steadily dropping level of oral language among their new entrants. Testing with tasks such as the Junior Oral Language Screening Test (JOST), the phonological awareness checklist, and retelling all confirmed their observations. The schools and early childhood education centres, which had built up excellent relationships, sought to develop a programme for early intervention, catering for 4- to 7-year-olds, so that children were ready to settle quickly and confidently into the new learning environment and make more rapid progress.

The planning

Leadership was given by the Speech Language Therapist, a coordinator was appointed, and each school selected a liaison teacher to bring the action to life. The first phase was training in HPP – Hei Awhiawhi Tamariki ki te Panui Pukapuka – which focuses on using a wide variety of books as the context for promoting talk, extending vocabulary, exploring sounds and word structures, and enjoying literacy-related activities. Decisions were made about testing and data analysis, and protocols were clarified so that everyone involved in the initiative would be clear about their roles. Books and other resources which met the criteria of the programme were carefully selected, so that each school had appropriate materials from the outset.

Next came the selection and training of volunteer tutors to work with individual children, using the strategies of HPP. Their training sessions with the liaison teachers included all the teacher aides, special needs aides, and SENCOs from each school. This breadth ensured that the programme would be well understood and that back-up was available for the tutors.

The actions

TUELI was set in motion with a formal launch, attended by local media representatives as well as many members of the community. Radio and newspaper stories followed, which generated excitement and helped to bring the community alongside the schools. Fourteen tutors were trained initially. They soon became enthusiastic vehicles for further recruitment.

For the first term, the programme was introduced with children over 6 years old. This not only gave these children a boost at a crucial time, but also enabled fledgling tutors to work first with children who were settled into school. When the tutors were comfortable with the procedures at the school level, they were ready to work with 4-year-olds to foster their language development. Early childhood services vary among the three communities, and include both playcentre and kindergarten. However, by no means all children attend, so publicity about TUELI increased interest in these services as well as the programme itself. To help make good decisions when selecting younger children for the programme, appropriate testing procedures needed to be devised. JOST was used which is designed for use from 4.6 years on, and other tests were developed such as a rapid naming task, a language sample, a rhyme checklist, and a personal narrative.

The schools and early childhood services have a strong sense of collegiality and partnership, with the liaison teachers maintaining their close links. Four-year-olds have three 30 minute sessions with their tutor each week, and parents quickly showed they were prepared to bring their children to the school or centre, often remaining to observe, and to pick up ideas for reading and talking at home.

The results

Results are proving very encouraging among both the school children and the 4-year-olds. Average scores on JOST vocabulary, for instance, have leapt from 64.7 percent to 91.8 percent; there has been a 47 percent improvement in phonological awareness, and 45 percent in the rhyming checklist. Even more important, though, is the development of confidence and growth in pragmatic skills. Children are comfortable in greeting others, taking part in conversations, and taking turns. They use words, where they formerly relied on gestures, and are able to sit, listen, and focus for extended times. They are poised and ready to learn.

As expected, children's understanding of how books work has developed well, and they understand that text carries meaning. Experience in re-telling has not only increased their understanding and enjoyment, but also helped children improve their memory recall and observation of detail. TUELI is helping children achieve independence in learning.

Another great delight has been the responses of the tutors, who are increasingly taking ownership of the programme and building trust and rapport with the children. They are committed to the children's development, and able to support them in many ways: the tutors are valuable members of the school community. Caregivers come forward eagerly to involve their children when they turn 4 years of age. Home-school links have also strengthened, and parents are increasingly aware that they can take an active part in their children's learning. From observing sessions, they see that reading and talking about text are things they can do well. Attendance at parent-teacher interviews has greatly improved, with parents ready to discuss progress, and excited about their children's achievements. A four-way partnership has developed, involving tutors, children, teachers, and parents. The whole community has been heartened by the good news of this initiative.

Contact: TUELI Project, Galatea School, R.D.1, Mangamata Road, Murupara
Mandy Bird, Murupara School email mbird@murupara.school.nz
John Laing, Kaingaroa Forest School

2001

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