Chapter 8: Preparing U.S. Preservice Teachers For Literacy Instruction Through Student Teaching In New Zealand

New Zealand is known for its high quality literacy instruction in its schools (Mullis, Martin, Kennedy, & Foy, 2007; OECD, 2001, 2005). One of the hallmarks of New Zealand’s literacy instruction is differentiated, small group reading instruction (Wilkinson & Townsend, 2000). Writing instruction follows a similar approach, with a focus on individual instruction as needed (Parr & Limbrick, 2010). A differentiated approach mindful of cultural beliefs associated with learning, in general, and literacy development, in particular, is essential to meet the varied needs of a diverse student population (Finkbeiner, 2008). Thus, successful New Zealand educators differentiate instruction to meet the needs of all learners, just as do exemplary teachers in the United States.