Teacher development: Through doing lesson study twice a year, teachers came to the realisation that their treatment of reading was actually testing students’ reading comprehension rather than teaching students how to develop different reading skills, and their way to teach vocabulary was very limited.  They then brought these back to the co-planning meetings for thorough discussion.  Alternatives were suggested and improvements were made after trying out different approaches in the lessons.  Teachers became better at identifying what reading skills to teach as well as what pedagogies to employ in teaching at both the text and word levels.  Teachers were also better equipped to do holistic planning of the reading curriculum. 

Learning Community: Lesson study enabled teachers to learn from and with one another.  With a common goal identified at the beginning, which was improving the teaching of reading to enhance students’ literacy development, teachers then made use of lesson study as a platform to experiment with the different teaching approaches discussed, and to try out the teaching materials designed.  Gradually mutual trust and support were built up, which formed the basis for the development/growth of a learning community within the school.