How teachers support learning

Your child's teacher will keep you updated on their progress in reading, writing and communication. Teachers will:

• create an environment where everyone can learn
• monitor progress
• plan ways to meet specific learning needs
• help ākonga | students who need support.

What is literacy?

Literacy is about more than reading and writing. It is also about learning ways to communicate effectively and make sense of the world. Alongside reading and writing it includes:

• speaking
• listening
• viewing
• presenting.

We encourage literacy in any languages used at home. This includes New Zealand Sign Language, alternative communication devices and Braille for literacy and communication.

Focus on your child's interests

A good way to find out about how your tamariki | child likes to learn is by paying attention to what interests them and keeps them engaged.

Notice the ways your child is taking in and using information. For example:

• when they are cooking with you
• at the supermarket
• while playing board games or card games
• using technology or watching movies
• listening to stories
• at the marae, when joining in with kapa haka and pōwhiri
• on family trips to new places
• during imaginary play, making and creating
• while playing or practising sports.

Encourage your child to find their strengths with activities they enjoy. They can then use those strengths to keep going in other activities even when they are finding them hard.

Children and rangatahi | young people learn best when they feel confident in what they're doing and don't feel pressure to meet fixed expectations.

Talk to your child's teacher

If you have noticed your child is finding anything about literacy learning hard at home, or are reluctant to try, let their teacher know. Your teacher can work with you on ideas that might support your child at school and at home.

Bringing your concerns to your child’s teacher early is best. Waiting too long could lead to your child losing confidence or feeling like they are failing.

Communicate with the teacher about what you are seeing at home and ask if what you have noticed matches up with what your child is doing at school. If you have noticed things at home that boost your child's confidence with reading, writing and communication, share these with the teacher.

Adjusting the way your child is taught

Teachers can adjust the way they teach students in a way that matches more closely to how they learn.

You can ask the teacher for different tools or other supports that will help your child with literacy. This could include:

• using different materials – playdough, magnetic letters, games and equipment
• technology supports – computers, tablets or text-to-speech devices
• using a range of media including audio books, video clips, songs and apps
• including the child’s home language and culture in the learning.

For example, if your child is worried about writing, they could present their work using a video, images or a 3D model instead.

Your child could also benefit from:

• charts and calendars, colour-coded schedules and timers
• shorter tasks with planned breaks
• extra time to read or write.

For more support, most schools have a special education needs coordinator (SENCO) or a learning support coordinator. They can work with you and your child's teacher to support their learning.

If you are still concerned about your child's literacy

Sometimes you may be wondering why your child is finding reading and writing hard. You may have thought about dyslexia or another learning difficulty.

Whether or not students have dyslexia, teachers will know what to do and who can help. Teachers can also get support with their planning and teaching strategies from specialist teachers such as Resource Teachers – Learning and Behaviour (RTLB) and Resource Teachers Literacy (RTLit). You don't need to get a diagnosis to get support for your child at school. We don't fund assessments for formal diagnoses.

You will be an important part of the team with your child’s teacher and the specialist teacher to support your child’s learning.

You can also talk about any more concerns you have by contacting your regional office.

Regional offices

Reading and writing support for NCEA assessments

If your child is at secondary school, talk to their teachers or the school's learning support team about their needs. Students sitting National Certificate of Educational Achievement (NCEA) may be able to get support with reading and writing for exams and assessments.

This could mean help with reading and/or writing and/or extra time.

It's best to discuss potential in-school and external assessment supports with the school when your child is in Year 9, or as early as possible.

This gives your child time to practice working with a reader writer. It also gives the school time to gather evidence about the types of support that can help your child succeed.

The New Zealand Qualifications Authority (NZQA) has more information about how your child's school can apply for this support.

Special assessment information for schools – NZQA