A Need for Literacy Intervention
In New Zealand, literacy rates have been a growing concern, with only 56% of year eight students meeting expected reading levels and just 35% meeting writing expectations, according to Education Minister Erica Stanford. In response, the government has committed $67 million to the implementation of structured literacy programs. However, there remains uncertainty among educators about what this means in practice.
Exploring a Proven Structured Literacy Approach
In 2023, a two-term independent study was conducted by RTLB 6 in 6 Primary Schools in West Auckland. The study set out to assess the impact of structured literacy approaches on literacy outcomes. The goal was to explore how using StepsWeb, a New Zealand-developed online literacy program, could boost literacy progress.
Progress in reading fluency was measured by the Visual Recognition Test on StepsWeb.
In addition to assessing literacy progress, a specialist analysis was conducted by Dr Heidi Leeson, a specialist researcher and the founder of Monocle Education, which helps schools develop the social and emotional learning of their students. Dr Leeson’s study with the same students aimed to identify links between developing literacy success and key aspects of social and emotional wellbeing.
A Collaborative Effort Between RTLB, Teachers, and StepsWeb
The study involved whole year-groups, integrating StepsWeb into daily instruction over six months. Students were allocated to one of the four RTI Tiers recommended by StepsWeb and received appropriate support. This included high- and moderate-need students as follows:
Tier 3 students (moderate needs): Used workbooks as well as online activities
Tier 4 students (high needs): Remedial groups of 4 students, using online activities, workbooks and supporting activities.
Teacher Training and Support
Teachers completed the online Core Skills Course on their StepsWeb logins. The teachers were also given guidance on monitoring student progress, including completing their Weekly Goals and receiving appropriate support when necessary.
Literacy Progress:
The average literacy gain across the six schools was 14 months of progress in just six months—more than double the expected rate.
On average, students gained 14 months in spelling age after using StepsWeb consistently for just 6 months.
Their average visual recognition speed (indicator of reading fluency) improved by 51%.
The six month period included 20 school weeks. Exact start and end dates varied slightly between schools.
Dr Heidi Leeson’s study looked at three key aspects of social and emotional learning:
The study conclusively showed that the structured literacy approach provided by StepsWeb and its supporting materials catered for all learners within each year-group, including those with neuro-diverse needs and English language learners.
It also highlighted the links between literacy attainment and emotional well-being. This emphasises the need to provide evidence-based solutions which empower learners, reduce inequities and support teachers to meet individual needs within their classes.
Implications for Education
The findings from this study reinforce the value of using StepsWeb as part of a structured literacy approach to address a diverse range of literacy needs. As the government mandates structured literacy programs, this study offers critical insights into how programs like StepsWeb, which is developed here in New Zealand, can be successfully implemented across entire school populations—not just for struggling learners, but for all students.
Going Forward
This study demonstrates the potential of structured literacy to drive significant improvements in literacy outcomes while promoting student well-being. StepsWeb’s inclusive approach provides an evidence-based solution that empowers learners, reduces gaps, and supports schools in achieving widespread literacy success.
Email: info@stepsweb.com
