Literacy teaching

Learning to write should not be hijacked by NAPLAN: New research shows what is really going on

By Annette Woods and Aspa Baroutsis and Lisa Kervin and Barbara Comber

You couldn’t miss the headlines and page one stories across Australia recently about the decline of Australian children’s writing skills. The release of results of national tests in literacy and numeracy meant we were treated to a range of colour-coded tables and various info graphics that highlighted ‘successes’ and ‘failures’ and that dire, downward trend.

The power of reading aloud: not just for babies and little children

By Rosemary Johnston

A recent study on children’s reading found that fewer children are reading for fun. Worse, as children grow up the less they read for fun. Does it matter if children don’t read for fun? They are (sort of) reading on devices and mobiles and using social media anyway. And isn’t this mostly for fun? I

Learning to write in Year 1 is vital: new research findings

By Noella Mackenzie

By the time children are eight they can spend up to half their day at school involved in a range of lessons that require them to write. Consequently, children who struggle with writing can be seriously disadvantaged. My colleagues and I decided to investigate what was happening with the teaching and learning of writing in

Do Australian teachers have poor literacy skills? Let’s look at the evidence

By Eileen Honan

Australians have been sold the idea that our primary school teachers today have poor literacy standards, not only

This is how Australian teachers are taught how to teach children to read: not just phonics

By Eileen Honan

There is a lot of misinformation out there, as well as ill informed commentary, about how we prepare teachers to teach reading and writing in Australian schools today Of course you have heard the argument that teachers do not teach phonics any more and worse, that many early career teachers do not even know how