Print literacy interventions and their contribution to literacy development: A complex and multifaceted relationship.

2017-08-24T04:36:36Z (GMT) by JOANNE RUTH QUICK
This mixed methods study explores print literacy interventions, and the outcomes they elicit, in primary education settings in Victoria. It draws from both sociocultural and cognitive understandings of literacy acquisition. Data on literacy interventions was gathered at State, school, and individual student levels, using quantitative and qualitative methods. Interventions were commonly offered, and were found to work in tandem with a range of other factors to produce more and less successful literacy outcomes. Intervention participation supported students to improve in literacy, but did not necessarily enable them to catch up to year level expectations.