Reading

Decodable or predictable: why reading curriculum developers must seize one

By Simmone Pogorzelski, Susan Main and Janet Hunter

Despite the promise to ‘improve clarity’, ‘declutter’, and remove ‘ambiguous’ content, the new draft curriculum has left teachers

A Brief History of ‘The Reading Wars’

By Brian Cambourne

The so-called ‘Reading Wars’ have a long history within reading education. They began as a series of competing

The terrible truth about reading rates in Australia (and how to fix them)

By Sue Thomson

One in five of all our students fail to achieve minimum levels of reading or maths. That’s shocking. What’s even more shocking is that if you look at the pool of disadvantaged students, that figure skyrockets to one in three, compared to one in ten among advantaged students. But some disadvantaged students beat the odds and

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