Few skills are as fundamental as reading. Literacy serves as the gateway to learning across all subjects and is a crucial predictor of academic and life success. However, despite its importance, reading instruction in Australia has seen concerning trends in recent years, with declining performance in international assessments highlighting the need for evidence-based approaches to teaching this critical skill.
The Science Behind Effective Reading Instruction
The National Catholic Education Commission (NCEC) recently published a discussion paper titled "Cognitive Foundations: Using a theoretical framework for evidence-based reading instruction and assessment" that provides valuable insights into how we can improve reading outcomes for all students.
At the heart of this paper is a clear message: the evidence of what works in teaching reading is well-established. Students need to develop two essential components:
The ability to read words accurately and quickly
A broad and deep knowledge and facility with language
These two elements, working together, lead to reading comprehension—a concept validated by scientific research and known as "The Simple View of Reading."
The Five Essential Elements of Reading
Research spanning more than four decades has identified five essential elements that must be included in effective reading instruction:
Phonemic awareness: The ability to identify and manipulate the smallest distinct sounds in speech
Phonics: Understanding the relationship between sounds in speech and the letters that represent them in written words
Fluency: The ability to read quickly, accurately, and with expression
Vocabulary: The words children understand
Reading comprehension: Extracting and constructing meaning from written text
These components need to be taught in a planned and integrated way throughout primary school, with different emphases at different stages of development.
Frameworks That Guide Effective Instruction
The paper reviews several evidence-based theoretical frameworks of reading, including:
The Simple View of Reading
Scarborough's Reading Rope
The Reading Systems Framework
The Cognitive Foundations Framework
The Active View of Reading
After careful consideration, the NCEC recommends the Cognitive Foundations Framework as the most comprehensive and useful evidence-based model for Catholic schools. This framework builds upon the Simple View of Reading by providing more detail about the hierarchical and nested relationships between various reading skills.
Why Frameworks Matter
Using an evidence-based framework for reading instruction and assessment helps schools to:
Ensure all essential aspects of reading development are included in teaching plans
Avoid becoming too heavily focused on just one set of skills
Provide consistency in approach across classrooms and year levels
Reassure teachers that focusing on one aspect of reading doesn't mean neglecting others
Ultimately improve literacy achievement for all students
Making It Work in the Classroom
The NCEC emphasises that implementing evidence-based reading instruction doesn't necessarily require additional funding or resources. Often, it's a matter of replacing less effective practices with proven methods. Key elements of successful implementation include:
System-led professional development that explains the evidence
Demonstration, practice opportunities, and classroom coaching
Effective assessment tools that provide immediate feedback
Targeted intervention for students who need additional support
The paper highlights the success of the Year 1 Phonics Screening Check in South Australia, which has helped teachers identify students needing extra support. Since its implementation in 2018, the percentage of Year 1 students achieving the expected level in decoding has increased from 43% to 71%—a remarkable improvement in just four years.
Moving Forward
For educators looking to improve reading outcomes in their schools, the Cognitive Foundations Framework offers a comprehensive and evidence-based approach. The framework doesn't prescribe specific teaching methods, but it does provide a structure to ensure that all the essential components of reading are addressed.
By adopting a systematic approach to reading instruction based on scientific evidence, Catholic schools have the opportunity to significantly improve literacy outcomes for students across Australia, supporting not only their academic success but their future participation in society.
Register to view the complete paper here.
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