Large-scale implementation of Multi-Tiered Systems of Support (MTSS) to enhance children’s early literacy success is critically important to address global literacy challenges. This presentation describes one such initiative, the Better Start Literacy Approach (BSLA), which was specifically designed for large-scale implementation in New Zealand.
Method: Following a 4-year consultation, development, and planning phase (which included controlled research trials), the large-scale implementation of BSLA commenced. Between February 2020 and May 2023 over 3000 teachers in 819 schools across New Zealand implemented BSLA, with baseline data available for 29,795 five-year-old students. Teachers participated in comprehensive online professional learning and development and received periodic in-class support during their first 10 weeks of implementation. Teachers implemented novel online assessments to monitor children’s early literacy growth.
Results: In comparison to an internal control group, accelerated progress in children’s phonic, and phoneme awareness skills was evident after 10 weeks of BSLA Tier 1 (universal) teaching. After 30 weeks, there were significant gains in children’s word reading, spelling, listening comprehension and oral narrative abilities. Early accelerated growth on some measures was evident for children of Māori and Pacific Peoples ethnicity and English Language Learners. Following 30 weeks of BSLA teaching growth did not differ based on gender, ethnicity, or socioeconomic status. Children with greater learning needs who received BSLA Tier 2 (small group supplementary teaching) caught up to their peers in word reading and spelling skills. Teachers’ confidence and competence in their linguistic knowledge and their reading and spelling teaching strategies improved following 10 weeks of BSLA implementation.
Conclusions: With appropriate resourcing, planning and engagement with communities, successful large-scale implementation of evidenced-based early literacy approaches is possible within a relatively short time. Culturally responsive implementation within MTSS frameworks holds much promise for raising literacy achievement for all children.
Professor Gillon (descendent of Ngāi Tahu iwi which is the main Māori tribe in South Island of New Zealand) is the founding director of the Child Well-being Research Institute at the University of Canterbury, Christchurch New Zealand.
Professor Gillon is also the deputy director for the Better Start National Science Challenge- a 10-year programme of research focused on enhancing children’s wellbeing.
Professor Gillon’s research focuses on understanding the relationship between children’s spoken and written language development. She has a particular interest in the importance of children’s phonological awareness to early reading and spelling success.
With an academic background in speech-language therapy and education, Professor Gillon is a Fellow of the Royal Society of New Zealand and a Fellow of the American Speech-Language Therapy Association. She has won several awards for her research endeavours including the University of Canterbury’s Medal for Research Excellence and will be awarded the University’s Medal for Research Innovation in a ceremony in November.
Professor Gillon, along with her colleague Prof Brigid McNeill, has led the development of the Better Start Literacy Approach through from controlled research trials to national implementation. It is currently being implemented in almost half of all primary schools across New Zealand
Prof Gillon is currently a visiting Fellow at St John’s College, Oxford University, hosted by Prof Kate Nation.
