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This book is based on the literature that comprises the Science of Reading, describing and recommending teaching practices that have the strongest evidence of effectiveness. Its chapters cover evidence-based models, the Five Big Ideas of reading, oral language, spelling, effective instruction and assessment, and how teachers can bring them all together to plan and implement high quality literacy lessons so that all children learn to read and spell.
Nomanis is a free periodical containing articles on evidence-based instruction, assessment and intervention by literacy researchers and practitioners.
Edited by Damon Thomas and Angela Thomas with chapters by literacy experts, Teaching and Learning Primary English is written for initial teacher education (ITE) students and practising primary school teachers. It addresses the complexities of English teaching and aims to build deep understandings of the most important aspects of primary English education.
The Right to Read inquiry report highlights how learning to read is not a privilege but a basic and essential human right. The report includes 157 recommendations to the Ministry of Education, school boards and faculties of education on how to address systemic issues that affect the right to learn to read.
Over the past 20 years, reading scientists have made significant progress in understanding how children learn to read and the best way to teach these basic skills. However, many of these advancements in understanding are yet to be translated into classrooms and education systems through policy and effective teaching practice. This book, edited by Emeritus Professor Kevin Wheldall AM and Dr Nicola Bell, draws together contributions from some of the leading researchers in the field, and outlines how recent research findings could be applied practically through teaching in the classroom.
A comprehensive review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. Written by three leading researchers in the field.
NSW Department of Education (2022) guidance on teaching reading for comprehension in Years 3 to 8, including the five essential elements of reading. Links to professional learning and teaching resources.
A clear and concise text in which author and educator Peter Westwood (South Australian Spelling Test) steps through the skills required to be an accurate speller, and how teachers can impart these skills to students of all ages – from those in the preschool years right through to adults, with an emphasis on explicit teaching strategies.
Reading Success in the Early Primary Years by Jocelyn Seamer is a step-by-step guide to structured literacy instruction for teachers working in the early years of primary school. Written by a teacher, for teachers, this book supports teachers to understand the evidence base of reading instruction and how to successfully implement it.
NSW Department of Education (2022) guidance on evidence-based literacy teaching in the first three years of school, including the five essential elements of reading. Links to professional learning and teaching resources.
MultiLit publishes and sells books on reading, spelling and behaviour management as well as high quality picture books.
The AUSPELD bookshop has a selection of high quality texts about evidence-based instruction and intervention.
This paper summarises the research regarding why the five elements of phonemic awareness, phonics, fluency, vocabulary and comprehension are important, as well as how they should be taught in the classroom. The paper examines each of these five elements individually in the sequence they should be taught, bearing in mind that each element is interconnected and that accomplished reading requires mastery of all of them. The final section considers how reading instruction is currently incorporated into Initial Teacher Education (ITE) programs in NSW.
Cognitive load theory is a theory of how the human brain learns and stores knowledge. It was recently described by British educationalist Dylan Wiliam as ‘the single most important thing for teachers to know’. Grounded in a robust evidence base, cognitive load theory provides theoretical and empirical support for explicit models of instruction.
A report of The National Early Literacy Panel (NELP) (2008) USA was convened in 2002 to conduct a synthesis of the scientific research on the development of early literacy skills in children ages zero to five. The panel’s primary purpose was to synthesise research to contribute to decisions in educational policy and practice that affect early literacy development and to determine how teachers and families could support young children’s language and literacy development. In addition, this evidence would be a key factor in the creation of literacy-specific materials for parents and teachers and staff development for early childhood educators and family-literacy practitioners.
This pamphlet presents ten research-based principles of instruction, and suggestions for classroom practice. These principles come from three sources: (a) research on how our brain acquires and uses new information; (b) research on the classroom practices of those teachers whose students show the highest gains; and (c) findings from studies that taught learning strategies to students.
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