Read About It: Scientific Evidence for Effective Teaching of Reading
Children from disadvantaged backgrounds are five times more likely to have low literacy at school, perpetuating a cycle of low educational attainment and poverty. One in three disadvantaged children arrive at school with very poor language skills, and the gap between the language rich and the language-poor grows over time. After thousands of hours of literacy teaching, around one in four Australian children is unable to read at a basic level. Reading scientists estimate this is at least five times the number of children who will have significant difficulty learning to read if they are taught well. This report shows that there is an extensive and rigorous body of evidence about how children learn to read and the most effective ways to teach them.