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• W99681585 abstract "The Tatari, Tautoko, Tauawhi reading tutoring procedures have been adapted from the procedures known as Pause, Prompt, Praise, first developed in Mangere in 1977. The first author offered the procedures as a koha at a Special Education Service hui at Poho o Rawiri in 1991. The second author took up the koha and obtained the support of kaumatua and kuia at Hairini marae Tauranga Moana, and the support of senior Maori staff of the Special Education Service National Office to produce a Maori language video and training booklet. This began an important bicultural journey through the processes of producing instructional materials and trailing and evaluating them in ways that are biculturally appropriate. This paper reports on that journey and presents some preliminary data on the implementation of Tatari, Tautoko, Tauawhi by seven tuakana teina pairs in a bi-lingual classroom. Coming from a background of research within an applied behaviour analysis paradigm, I have been concerned at the slowness of this paradigm to engage the interest of Maori educators, and to contribute to the learning of Maori children. I do not believe the problem is necessarily inherent within the paradigm. Rather, I believe it stems from the ignorance of many non-Maori researchers of the language, cultural values and practices, and educational aspirations of contemporary Maori. Non-Maori researchers need to address this ignorance so that they are better able to understand Maori perspective’s on learning, to listen to the educational questions being asked by Maori, and to contribute research skills and research technologies in culturally appropriate ways. Over the past two years, I have been invited to attend national hui for Maori staff of the New Zealand Special Education Service (S.E.S.). One important kaupapa raised at these hui was the need to develop focused training programmes in Maori language and reading skills for delivery to Maori parents and whanau by S.E.S. Maori staff. My response to this kaupapa was to consider adapting, for use in Maori educational contexts, the reading tutoring procedures known as Pause Prompt Praise, developed by myself and former colleagues at the University of Auckland, (Glynn, McNaughton, Robinson & Quinn, 1979). Research and development of the Pause Prompt Praise procedures began in Mangere in 1977-1978, with Maori and non-Maori families. A booklet and video were developed to introduce a set of tutoring strategies to be used at home by parents of 10 to 12 year old children who were experiencing reading difficulties. An evaluation of the procedures was reported in a research monograph (McNaughton, Glynn Robinson and Quinn, 1981; McNaughton, Glynn & Robinson, 1987). The Mangere study was replicated in the U.K. (Glynn, 1980) and was reviewed in detail along with ten further studies of the procedures, (Glynn & McNaughton, 1985). Continuing research with these procedures, for example, Wheldall & Mettem (1985);" @default.
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• W99681585 title "Tatari, tautoko, tauawhi - Hei awhina tamariki ki te panui pukapuka: Some preliminary findings" @default.
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