Research Projects

This study began in 2000 as extension of the mainstream Longitudinal Literacy and Numeracy Study.  The study aims to:

  * identify and follow development of Indigenous students’ English literacy and numeracy skills in the primary years of schooling;
  * measure growth in English literacy and numeracy skills over time; and
  * investigate the background variables which may influence the development of the child’s English literacy and numeracy skills during the first year of school.

More than 700 Indigenous and non-Indigenous students from 23 schools across all States and Territories have participated in the study. The first three years of the study were reported in Research Monograph No 57.

Findings indicated that student factors related to achievement growth include initial achievement, absenteeism, attentiveness, and language background.  School factors related to literacy and numeracy growth included: the recognition and celebration of Indigenous cultures, strong literacy and numeracy programs, high expectations, the presence of other programs and initiatives (e.g., pre-schools, health rooms, behaviour management), strong school-community partnerships, and a parent-friendly school environment.

The study is now in its final year. 

December 2007

MCEETYA

Nola Purdie

Frigo, T., Corrigan, M., Adams, I., Hughes, P., Stephens, M., & Woods, D. (2003). Supporting English Literacy and Numeracy Learning for Indigenous Students in the Early Years. ACER Research Monograph 57. Melbourne: Australian Council for Educational Resear