Raising reading achievement in an 'at risk', low socioeconomic, multicultural intermediate school

This article focuses on a multicultural, low socioeconomic, intermediate school that over the 4 years of this longitudinal, qualitative, case study made substantial positive shifts in developing a more effective learning environment and improving students' reading achievement. The study found that the factors appearing to have the most influence on this improvement were: effective and collaborative school leadership; ongoing school-wide professional development on teaching reading led by an externally appointed literacy expert; the appointment, within the school, of a literacy leader charged with supporting this development; assessment data being used to inform teaching and a school-wide action plan directed at literacy improvement; the implementation of reading programmes that were regular, focused and sustained; the school leadership proactively ensuring school-wide support for management of appropriate student behaviour; the fostering of homeschool partnerships; and ongoing external reviews of school effectiveness.