Literacy outcomes
Analysis of students’ writing provided by the teachers, before, during and after implementation of the Reading to Learn strategies, showed that students had improved an average of two to three years expected literacy development, over three terms of implementation. This is consistent with outcomes of other Reading to Learn projects (McRae et al 2000, Culican 2005). The report illustrates stages of students writing development over the course of the project, with samples of stories, poems and text responses. Target students’ writing before the project ranged from levels expected at Stages 1–2 (junior primary). Following implementation of the Reading to Learn strategies, students were writing at levels expected at Stages 4–5 (middle school years).