Education Minister Sought to Limit Māori Words in Early Reading Books
WELLINGTON, new Zealand – Documents released under the Official Information Act reveal Education Minister Erica Stanford directed officials to reduce the inclusion of Māori words in early reading books, specifically the “Ready to Read” series, to better align with phonics-based instruction. the move, initially proposed in late 2023, sparked internal debate within the Ministry of Education regarding potential public and media backlash.
The “Ready to Read” series, designed for beginning readers, has historically included a limited number of Māori words. Ministry papers show 26 of the 75 books in the series contained up to three Māori words each, while one book, ‘At the Marae’, featured six. The series was specifically designed to teach English sound-letter correspondences, and officials advised schools to treat Māori words within the books as “told” words, not to be decoded phonetically.
Stanford’s concern, outlined in a handwritten note, centered on the timing of introducing te reo Māori. She advocated for it’s introduction *after* children had completed the “decodable” book phase, typically at the end of their first year or beginning of their second year of school. She specifically requested a section on te reo Māori vowel sounds and pronunciation be added to the English curriculum to prepare students for encountering Māori words in school journals.
Internal discussions also revealed a divergence of opinion regarding the inclusion of English words in te reo Māori decodable books. Stanford noted feedback from kura leaders who opposed the inclusion of English words in early te reo learning materials,suggesting consistency in keeping early Year 1 decodable books monolingual,with exceptions only for names.
Ministry officials cautioned that removing Māori words from the “Ready to Read” series, beyond character names, could generate negative public reaction and media attention, particularly if existing books were recalled. The documents indicate a concern about potential pushback from stakeholders.
Stanford responded by clarifying her intention was limited to Year 1 decodable books focused on teaching English, aligning with the approach taken in te reo Māori decodable resources. She reiterated that te reo Māori would be introduced instantly after the completion of decodable books, typically transitioning students to school journals at the end of Year 1 or early Year 2.
The “Ready to Read” series, launched in 1995, is a cornerstone of early literacy instruction in New Zealand schools. The debate highlights ongoing discussions about the role of te reo Māori in the national curriculum and the balance between phonics-based instruction and culturally responsive pedagogy. The Ministry of Education has not yet publicly announced any changes to the “Ready to Read” series as of February 29, 2024.
