Literacy learning among primary school children in innovative learning environments versus traditional classrooms.
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| Title: | Literacy learning among primary school children in innovative learning environments versus traditional classrooms. |
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| Authors: | Everatt, John, Fletcher, Jo, Ma, Ting, Devi Bala Subramaniam, Yogeetha |
| Source: | Educational Review. Mar2026, Vol. 78 Issue 3, p297-314. 18p. |
| Subjects: | Educational innovations, Primary schools, Classroom environment, School year, Reading comprehension |
| Abstract: | This study on literacy learning in innovative learning environments (ILEs) and traditional one teacher classrooms, focused on Asian English-as-an-additional-language (EAL) students, contrasting them with English-only speaking students. There were 147 Years 5/6 primary school children in the study. Of these, 71 were Asian-EAL children, with 43 in ILEs and 28 in traditional classrooms. English-only students comprised 36 in ILEs and 40 in traditional classrooms. Parallel measures of vocabulary size, listening comprehension and reading comprehension were given to all students at two time points during one school year, about six months apart. Few studies have used quantitative measures to determine if ILEs influence academic literacy outcomes. The Asian-EAL students in ILEs performed similarly on the study measures as their peers in more traditional classrooms. The English-only students in ILEs performed worse than their peers in traditional classrooms, but there was no increase in this difference over the course of the study. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study on literacy learning in innovative learning environments (ILEs) and traditional one teacher classrooms, focused on Asian English-as-an-additional-language (EAL) students, contrasting them with English-only speaking students. There were 147 Years 5/6 primary school children in the study. Of these, 71 were Asian-EAL children, with 43 in ILEs and 28 in traditional classrooms. English-only students comprised 36 in ILEs and 40 in traditional classrooms. Parallel measures of vocabulary size, listening comprehension and reading comprehension were given to all students at two time points during one school year, about six months apart. Few studies have used quantitative measures to determine if ILEs influence academic literacy outcomes. The Asian-EAL students in ILEs performed similarly on the study measures as their peers in more traditional classrooms. The English-only students in ILEs performed worse than their peers in traditional classrooms, but there was no increase in this difference over the course of the study. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00131911 |
| DOI: | 10.1080/00131911.2025.2485451 |
