Structured literacy: An approach to support ākonga who present with dyslexic tendencies in Māori medium education to learn to read, write and spell in te reo Māori

Abstract

Structured literacy is an evidence-based approach (Brady, 2011; Fletcher et al., 2007; Forman et al., 2016; IDA, 2018; National Reading Panel NRP, 2000, TKI 2020a) informed by the science of reading acquisition instruction and how the brain acquires and processes information (Reyna, 2004; Seidenberg, 2017). The literature examines how this approach could support bilingual tamariki (children) who may present with dyslexic tendencies in Māori-medium immersion contexts. Through an anonymous questionnaire to kaiako within Kura Kaupapa Māori (Māori-medium immersion schools) who teach or have taught tau 0-10 ākonga (years 1-10 students), participants shared what they know and understand about literacy, dyslexia and how this learning difference might reveal itself through te reo Māori (Maori language) and English. The findings highlighted the potential structured literacy has to benefit all ākonga in both languages and the need for te reo Māori resources and professional development on dyslexia and structured literacy.