Abstract
This article considers what is necessary to ensure that all children learn to read to a good level of proficiency in the first few years of schooling. Research has informed teaching practice that, to be the most effective, reading instruction should be direct, explicit and systematic, and that the five big five ideas of reading should not only be recognised as such but should also be taught in that way. These five ideas are: phonological awareness; the alphabet principle; fluency; vocabulary; and good comprehension skills. The basic building blocks of literacy - phonological awareness and well-developed general language skills - should be in place for children when they begin formal schooling. The article then goes on to detail a three tier, phased model of reading instruction, known as Response to Intervention (RTI), which has been accepted as the best means of ensuring that all children learn to read.
| Original language | English |
|---|---|
| Pages (from-to) | 5-8 |
| Number of pages | 4 |
| Journal | Learning difficulties Australia bulletin |
| Volume | 43 |
| Issue number | 1 |
| Publication status | Published - 2011 |