Challenges and Ways Forward in Teaching Reading: Case Studies of Low Socioeconomic Multicultural Schools

Abstract

Reading is a key skill needed to communicate effectively in today's world. The changing landscape of the ways people communicate using digital technologies is challenging schooling to provide contextually relevant learning for the wide range of students in schooling within New Zealand, and internationally. Students who are situated in the low socioeconomic areas can be further disadvantaged in learning to read by less resources and opportunities afforded to them in their everyday life experiences. Furthermore, when the education system has been established on Eurocentric models of learning, for Indigenous students or those from multicultural backgrounds, the values and knowledge underlying the teaching and learning can lack relevance. This article explores what is happening in New Zealand schools located in low socioeconomic multicultural areas. The focus is on young adolescent students and how reading instruction is impacting on their learning. Interviews were conducted with principals, teachers, students and parents to gain an understanding of their perceptions. The study uncovered that although there was a sincere commitment to the students, there were some disconnects between the home and school partnerships and a lack of focus on professional development in reading. However, two of the schools had been engaged in sustained three-year elearning professional development