Good Theory, Good Systems: An Instance of Accelerated Literacy Pedagogy Implementation

Abstract

Accelerated Literacy pedagogy was implemented in many places in Australia in the 1990s and 2000s in remote Indigenous and other educationally disadvantaged school sites. The pedagogy has been evaluated many times, with mixed outcomes. Evaluation methodologies have varied widely, and student apparent growth data have proved difficult to collect. This chapter argues that a program so implemented in such varied contexts cannot be judged without due and separate regard to the theories that underpin the pedagogy and to the implementation processes in each context. The chapter offers the South Australian Accelerated Literacy Program (SAALP) as one example of an implementation site, managed by the author. After explaining the theoretical basis and intent of the pedagogy, I use criteria for effective implementation proposed by two McKinsey Reports and Fullan to analyse the implementation processes used in SAALP. I use NAPLAN effect size data for Reading and Writing, and Reading Comprehension growth data to demonstrate the effect of the program in mainstream South Australian schools across 3 years. The data show how the implementation strategies used in this context were able to show a sustained positive effect.