Evaluating the large-scale implementation of structured literacy teaching in New Zealand: Evidence from the Better Start Literacy Approach

Purpose

The Better Start Literacy Approach (BSLA) is an evidence-based classroom literacy approach for students aged 5-to 7-years-old being implemented at scale across New Zealand through professional development for teachers. This research aimed to evaluate the effectiveness of the BSLA at scale and to determine the predictors of reading and spelling success within BSLA students.

Method

Data came from assessment measures collected as part of the BSLA teaching approach, with students assessed by their classroom teachers at baseline and after 10 weeks and 30 weeks of BSLA teaching. We focus on 4,796 students who started the BSLA upon school entry, and also draw upon additional data from the full dataset of 56,122 students across 885 New Zealand schools.

Results

Students’ growth in foundational literacy skills in response to BSLA teaching was a key predictor of later reading and spelling success. Additionally, students performed at higher levels of reading and spelling after the first year of school when they attended schools with peers who had high rates of reading proficiency. Spelling performance was predicted by the length of time schools had been implementing BSLA. Predictive modelling indicates that students who receive BSLA teaching have a significantly greater probability of success in reading and spelling, compared to standard teaching.

Conclusion

These findings build upon previous controlled research trials of the BSLA to demonstrate the effectiveness of the BSLA within its national implementation across New Zealand and indicate its potential to uplift the literacy skills of children across the country.