Work

Conceptual, cultural and evidential divides: a comparative review of literacy research and the structured literacy mandate in Aotearoa

Year: 2026

Type: article

Abstract: For the first time, the approach to teaching literacy has been mandated in Aotearoa (New Zealand). The Literacy Guarantee policy requires that all schools adopt a structured literacy approach for all students, based on the premise that the approach is evidence based and aligns with scientific understandings. To interrogate that claim, the present study is an investigation of the literacy research in this national context. Framed as a comparative narrative review, the study compares the evidence for literacy teaching and learning in Aotearoa with the evidence presented in the policy. The comparison highlights where claims are supported by evidence, where there are logical over-reaches and where there is evidence missing from the reasoning. The review highlights the potential for the policy to undermine its own stated intentions, through inattention to important aspects of literacy, teaching, materials and intervention.

Source: The Australian Journal of Language and Literacy

DOI: 10.1007/s44020-026-00139-8

Author: Rebecca Jesson

Institution: University of Auckland

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,190