This paper explores reading development in three New Zealand schools that are situated in low socioeconomic multicultural areas. Learning to develop the skills to be an effective reader is not only multifaceted, it is contextually situated. This study focuses on 11- to 13-year-old students in the final years of primary schooling. Using a socially constructed ontology, the qualitative approach was used to interview principals, teachers, students and parents. The perceptions of these key people provided a range of lenses to better understand how to promote reading achievement. The study found that there was a complex array of factors that interplayed and influenced schoolwide decisions in supporting readers.

Published in: Canada International Conference on Education, 2018

• Date of Conference: 25-28 June, 2018
• DOI: 10.2053/CICE.2018.0017
• Electronic ISBN: 978-1-908320-90-2
• Conference Location: University of Toronto Mississauga, Canada