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Literacy is arguably the most important goal of schooling as, to a
large extent, it determines young children's educational and life
chances and is fundamental in achieving social justice. New
Zealand's literacy education programme has long been regarded as
one of the world's most successful approaches to teaching literacy
skills to young children. Excellence and Equity in Literacy
Education questions this widely held assumption. In the late 1990s
the New Zealand government developed a national literacy strategy
aimed at reducing persistently large inequities in literacy
achievement outcomes. The chapters in this edited volume present
evidence indicating that the national literacy strategy has failed,
examine the major factors responsible for the continuation of New
Zealand's comparatively wide spread of scores in literacy
achievement, and describe the most effective strategies for
reducing the literacy achievement gap and achieving excellence and
equity in New Zealand literacy education.
Not very many years ago, it was common for language researchers and
theorists to argue that language development was somehow special
and separate from other aspects of development. It was a period
when the "1 ittle 1 inguist" view of language development was
common, and much discussion was devoted to develop mental
"linguistic universals," in contrast to more broadly defined
cognitive universals. It seemed to me at the time (and still does)
that such views reflected more their promulgators' ignorance of
those aspects of cognitive development most likely to provide
illuminating parallels with language development than they did the
true developmental state of affairs. Coming from a neo-Piagetian
frame of reference, it seemed to me that there were striking
parallels be tween the development of children's language
comprehension abilities and the cognitive developmental changes
occurring contemporaneously, largely during the period Piaget
characterized as the preoperational stage. And, though more
difficult to see even now, there appeared also to be
developmentally earlier parallels during the sensory-motor stage."
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