This paper describes the development and use of a tool designed to support educators to use a broad range of professional knowledge to enable inclusive literacy teaching that delivers social justice and narrows the attainment gap associated with poverty. The tool encourages teachers to formally recognise and act on a wide range of evidence about students as learners and to design their literacy curriculum and teaching according to this evidence. The research operationalised a Capabilities approach to inclusion and a design experiment methodology, working with 48 schools, 650 teachers and 12,783 students. A paired sample T‐test showed a significant improvement in standardised age scores and that the ‘tail of underachievement’ shortened for all social groups. Goodman and Kruskal's gamma showed a weakening of the relationship between poverty and attainment. This gives cause for cautious optimism that attainment gaps associated with economic disadvantage can be narrowed if educators act on a wider range of evidence in literacy teaching, and if education researchers develop and trial tools to support them.

中文翻译：

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扫盲、社会正义和包容：缩小与贫困相关的成就差距的大规模设计实验

本文描述了一种工具的开发和使用，该工具旨在支持教育工作者使用广泛的专业知识来实现​​包容性扫盲教学，从而实现社会正义并缩小与贫困相关的成就差距。该工具鼓励教师正式承认学生作为学习者的广泛证据并采取行动，并根据这些证据设计他们的扫盲课程和教学。该研究实施了包容性的能力方法和设计实验方法，与 48 所学校、650 名教师和 12,783 名学生合作。配对样本 T 检验显示标准化年龄得分有显着提高，并且所有社会群体的“成绩不佳的尾巴”都缩短了。古德曼和克鲁斯卡尔 s gamma 显示贫困与成就之间的关系减弱。如果教育工作者在扫盲教学中根据更广泛的证据采取行动，并且如果教育研究人员开发和试验工具来支持他们，那么与经济劣势相关的成绩差距可以缩小，这让我们有理由谨慎乐观。