ERO found that about 70 percent of teachers made good use of a range of effective reading and writing teaching practices in Years 1 and 2 classes. Effective teachers were more likely to inquire into ways of improving their teaching, and work collaboratively with other staff to share good practice. These teachers had a sense of urgency about developing the child as a reader and writer. Their teaching was evidentially based, deliberate and gave children opportunities to practise new skills and knowledge during the instructional classroom programme.
In contrast, the remaining 30 percent of teachers had little or no sense of how critical it was for children to develop confidence and independence in early reading and writing. These teachers had minimal understanding of effective reading and writing teaching, set inappropriately low expectations and did not seek opportunities to extend their own confidence in using a wider range of teaching practices. In these classrooms learning opportunities to motivate, engage or extend children were limited.