Research Projects

Instigated in 1997, the Literacy Advance strategy was an initiative of the Catholic Education Commission of Victoria (CECV) designed to improve the literacy development of students in its schools.  The strategy has been evaluated through a longitudinal study, the Literacy Advance Research Project conducted by ACER (see: Ainley & Fleming, 2000, 2003; Ainley, Fleming & McGregor, 2002).

The fourth phase of the study consisted of two components: (1) a study of literacy teaching practices in Year 3 and Year 4 classrooms, and (2) an investigation of student literacy development into Year 7. Findings from Phase Four of the project indicated that the fundamental and consistent aspects of Literacy Advance (whole school planning and coordination, sustained professional learning for teachers, evidence-based research projects, and intervention programs that operate in conjunction with mainstream classrooms to support students’ literacy learning) ensures the continued literacy development of students through the primary years of schooling and into the secondary school.  As students move to the secondary school Literacy Advance strategies should be applied in particular to:

  * addressing gender differences in literacy achievement;
  * increasing students’ engagement in and enjoyment of literacy activities across the curriculum;
  * incorporating a technological component into the understanding of literacy across the curriculum; and
  * increasing all teachers’ awareness of literacy issues so that they can develop the literacy competencies of their students in all subjects.