Findings from the International Adult Literacy Survey on the incidence and correlates of learning disabilities in New Zealand: Is something rotten in the state of New Zealand?

Abstract

New Zealand data from the International Adult Literacy Survey were analysed to examine the incidence and correlates of self-reported specific reading learning disability (SRLD). The results showed that 7.7% of New Zealand adults reported having had a learning disability. The ratio of males to females with SRLD was 3:2. Between 40% and 50% of New Zealand adults performed below the minimum level of proficiency required for meeting the complex demands of everyday life in knowledge-based societies. For adults with SRLD, around 80% performed below the minimum level, and the literacy proficiency of adults with SRLD in younger age bands appears to have declined since the early 1960s. Almost 100% of adults with SRLD in the 16-20 years age range performed below the minimum level for document and quantitative literacy and 92% for prose literacy. Compared to non-SRLD adults, those with SRLD were found to leave school earlier, engage more often in manual occupations, are more frequently unemployed, and rely on more state assistance to bring their income levels closer to the levels enjoyed by non-SRLD adults. The results are discussed in terms of SRLD not being officially recognised or provided for in New Zealand, the lack of appropriate remedial provisions for children who experience difficulties with reading, and the effects of a strong whole language orientated approach to literacy instruction in schools that has been in place since 1963.

Language‐related differences between discrepancy‐defined and non‐discrepancy‐defined poor readers: a longitudinal study of dyslexia in New Zealand

“…For example, Chapman et al (2003) analysed data from the first administration of the International Adult Literacy Survey in the mid-1990s (Murray, Kirsch, & Jenkins, 1998) and found that approximately 80% of New Zealand adults (16-65 years) with self-reported learning disabilities (7.7% of the total adult population) were performing below the minimum level of literacy proficiency required for meeting the complex demands of every-day workplace and leisure activities in knowledge-based societies . Further, they reported that the literacy performance of younger adults with learning disabilities was the poorest, most likely because these adults commenced school in the early 1960s, when the literature-based approach to literacy instruction was introduced (Nicholson, 2000).…”

“…The results are discussed in terms of the lack of official recognition of dyslexia in New Zealand, the whole language orientation of classroom reading instruction, and the inadequacy of Reading Recovery for minimizing reading problems. (Chapman, 1992;Chapman, Tunmer, & Allen, 2003). An attempt in 1986 by a Member of the New Zealand Parliament to introduce legislation to have LD defined, recognized, and provided for within the state education system was opposed by Department of Education officials for three main reasons: (1) there were no legislated categories of special education in New Zealand; (2) the country was in the process of developing a non-categorical, needs-based system of special education, based on a strong mainstreaming approach (Department of Education, 1987), and; (3) the proposed definition of LD, based on the United States PL 94-142 definition (but without the 'exclusion clause') was seen as problematic within the New Zealand educational context.…”

Learning with dyslexia in secondary school in New Zealand: What can we learn from students' past experiences?

“…There are major disagreements about the nature and diagnosis of dyslexia, whether it has single or multiple factors and how educators should respond in assisting learners with dyslexia (Chanock, 2007;Chapman et al, 2003;Riddell & Weedon, 2006). Constructs of what constitutes dyslexia come from neurobiological, phonological, educational and social paradigms and affect approaches to working with learners (Chanock, 2007;Pollack, 2005;Riddick, 2001).…”

“…In April 2007 the Ministry of Education formally recognised dyslexia as a ''spectrum of learning disabilities'', with a working definition of dyslexia ''to describe a range of persistent difficulties with aspects of reading, writing and spelling'' (Ministry of Education, 2008, p. 2). Estimates of the number of Aotearoa/New Zealanders affected by 'specific learning disability' or 'selfdiagnosed reading disability' are placed at about 7% (Chapman, Tunmer, & Allen, 2003;Ministry of Education, 2006). There are no figures on how many students with dyslexia are now in the Aotearoa/New Zealand education system or how successful they are at obtaining national qualifications.…”

The International Adult Literacy Survey in Britain: Impact on policy and practice

“…The IALS methodology is unique in the approach it adopts, measuring comprehension in three different forms, using a weighted probability sampling method which tests over 3000 adults in each of 22 countries, with 3811 in Britain (see for example Chapman, Tunmer, & Allen, 2002 for further details on the methodology). The IALS texts measure comprehension, based on the use of printed and written information to function in society, to achieve goals, and to develop personal skills.…”