Setting Students up for Success in Reading

CHRISTIE BARRETT, LEADER OF LEARNING EARLY LEARNING-YEAR 3

We are thrilled to share the incredible progress that has been happening in our Junior school. As you may know, there’s a saying that goes, “When we know better, we do better.” Well, this saying has become a guiding principle for our teachers, and it’s leading to some remarkable changes in how we approach reading instruction.

At the beginning of 2020, our Leadership Team participated in the Science of Language and Reading (SOLAR) Lab at LaTrobe University. During this program, we had the privilege of learning from esteemed Professor Pamela Snow, who introduced us to the fascinating Science of Reading movement. It was a real turning point for us, and we recognised the need for change.

The Science of Reading emphasises the importance of researching best practices for teaching young children to read and aligning our instruction accordingly. This meant embarking on a significant journey of change and learning for our school.

To make this happen, we worked collaboratively with strong leadership and our experienced, dedicated teachers who always put the wellbeing of our children first. Together, we developed our own professional learning sessions and crafted a strategic plan for implementing these changes over time. It was a challenging task, but we tackled it step by step.

One of the key changes we made was prioritising explicit teaching. We introduce new concepts and guide children through practice with support before gradually allowing them to practice independently. Additionally, we created a systematic readingspelling scope and sequence that serves as a roadmap for our teachers. We realised that phonics is a crucial component of the reading puzzle, and without it, we cannot fully develop proficient readers.

Our teachers devote their energy to ensuring that children in their foundational years master phonics and word reading skills. However, we don’t stop there. We also focus on nurturing students’ language development by teaching rich vocabulary and sentence structure, and sharing engaging picture books. These two elements work hand in hand and contribute to the development of skilled readers over time.

To reinforce the sounds students learn in class, we incorporate decodable readers, and regularly assess their progress. This allows us to make informed decisions about how to tailor our teaching methods and promptly address any areas where children may need additional support through intervention groups.

And here’s another exciting detail: our Early Learning students also participate in a daily oral Phonological Awareness program. This program starts with our youngest learners and continues beyond Year 1. It’s designed to provide our students with a strong foundation in oral language skills and the ability to recognise individual sounds in words even before they begin reading. It’s an excellent preparation for their reading journey.

All of these changes are rooted in our firm belief that every student can learn to read. This belief perfectly aligns with our Reggio Emilia approach, which recognises the capability and competence of every child. We are dedicated to continuous improvement because we know that it leads to better outcomes. Our ultimate goal is to ensure that every student thrives and becomes a confident reader.

So let’s take pride in the incredible progress we’re making. Together, we are raising the bar, embracing the Science of Reading, and equipping our children with the tools they need to excel. We are proud to know we are making a lasting impact on their lives!