Children in low decile schools in New Zealand, most of whom are from Maori and Pacific Islands families achieve significantly lower levels in school reading and writing than other children. Claims have been made about their learning needs. This paper argues that, among other sources of information, decisions about effective teaching should be based on knowledge of children's development under particular instructional conditions. This paper examines the rates and levels of learning particular components of reading and writing over the first year of literacy instruction. A cross sectional design was used to establish profiles from 346 children (5.0-year-olds, n =111; 5.6-year-olds, n = 135; 6.0-year-olds, n =100) in 12 schools in South Auckland, New Zealand. Despite low entry levels in conventional literacy knowledge and receptive and expressive English language skills, children made nationally expected progress in letter and phonological knowledge. Markedly lower than expected progress occurred for word recognition, writing words, and text reading. The profiles indicate that effective literacy instruction needs to enhance the understanding of and production of texts through early and focussed instruction.
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