Research helping Kiwi kids crack the code of reading

The recognition follows the release of a Ministry of Education study on the initial results of the structured literacy approach being introduced in junior primary classrooms. The study shows marked improvements in reading and spelling outcomes, particularly for students from lower-decile schools and Māori and Pacific learners.

Structured literacy is an explicit, systematic way of teaching reading and spelling that emphasises the relationship between letters and sounds. It contrasts with older ‘whole language methods’ that relied more heavily on children using context to recognise words.

For more than three decades, Professor Emeritus Chapman, alongside Professor Emeritus Bill Tunmer and colleagues in Te Kunenga ki Pūrehuroa Massey University’s Institute of Education, has researched how children learn to read and spell. He has also been a persistent advocate for evidence-based approaches in literacy teaching.

Professor Emeritus Chapman says, “These results are hugely encouraging, especially for the groups of learners we’ve always been most concerned about.

“They show that structured literacy can make a real difference when implemented well, and it’s heartening to see this reflected in national policy.”

He says it is gratifying to see the research now being translated into practice across the country, after years of collaboration with educators, policymakers and teacher-training providers.

“Our goal has always been to help every child learn to read, regardless of background or circumstance. To see that becoming reality is very rewarding.”

Massey has a long history of national leadership in literacy education and research through initiatives such as the Massey Reading Research Unit, which has informed teacher practice and literacy policy for decades.

The recognition of Professor Emeritus Chapman’s work highlights the enduring impact of that expertise in shaping equitable outcomes for learners across New Zealand. His work was further recognised by Learning Disabilities Australia when he received the Eminent Researcher Award in 2024 for over 40 years’ research on learning and reading difficulties.