View in EDS HTML Full Text PDF Full Text

Literacy Learning among Primary School Children in Innovative Learning Environments versus Traditional Classrooms

Saved in:
Bibliographic Details
Title: Literacy Learning among Primary School Children in Innovative Learning Environments versus Traditional Classrooms
Language: English
Authors: John Everatt, Jo Fletcher, Ting Ma, Yogeetha Devi Bala Subramaniam
Source: Educational Review. 2026 78(3):297-314.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 6
Descriptors: Foreign Countries, Elementary School Students, Grade 5, Grade 6, Educational Environment, English Learners, Asians, Literacy, Vocabulary Development, Reading Comprehension, Listening Comprehension, Team Teaching, Teacher Collaboration, Self Contained Classrooms, Class Size, Class Organization
Geographic Terms: New Zealand
DOI: 10.1080/00131911.2025.2485451
ISSN: 0013-1911
1465-3397
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503420
Database: ERIC
Full text is not displayed to guests.
Description
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.
ISSN:0013-1911
1465-3397
DOI:10.1080/00131911.2025.2485451