Reading

Our literacy program is based on current research into the science of reading. Significant reviews of research on reading agree that there are five essential and interdependent components of effective, evidence-based reading instruction underpinned by oral language.

Our shared beliefs about teaching reading, which are outlined below, support our school-wide practices.

  • Reading strategies and programs need to align with current research into the science of reading.
  • Literacy instruction needs to be systematic and explicit.
  • Students need to be explicitly taught skills in phonemic awareness, phonics, fluency, vocabulary and comprehension.
  • Reading and spelling are reciprocal processes.
  • All students at our school can learn to read and write.
  • Students learn at different rates and may require differentiated instruction.
  • Students need immediate and specific feedback.
  • Teachers need to have high expectations of students.
  • Oral language is the foundation of literacy.

At the Fremantle LDC, we use literacy programs informed by research, aligned to our beliefs, and incorporate evidence-based teaching practice.

These include:

  • InitiaLit: InitiaLit is an evidence-based whole-class literacy program providing all children with the essential core knowledge and strong foundations to become successful readers and writers. Components of IntiaLit include systematic, explicit phonics instruction, vocabulary, oral language and listening comprehension.
  • Letters and Sounds: Letters and Sounds is an explicit synthetic phonics program. It aims to build children’s speaking and listening skills and prepares them to read by developing their phonic knowledge and skills. It also sets out a detailed and systematic program for teaching phonics to children.
  • Cracking the Code: Cracking the code is a short duration, low-intensity program that integrates instruction across a broad range on phonological awareness skills, emphasising phonemic awareness. It uses explicit and developmentally appropriate teaching practices.
  • PreLit: PreLit is a systematic, skills-based program that lays a sound foundation for children to learn to read. It provides early childhood teachers with the tools necessary to teach pre-literacy skills and concepts in a fun and engaging way, focusing on phonological awareness and oral language development through structured storybook reading.
  • Reading Tutor Program: The Reading Tutor Program (RTP) is an evidence-based, systematic reading program designed by MultiLit to be delivered one-on-one with students in Year Two and Three who are at risk of reading failure. It Incorporates intensive, systematic, and explicit instruction for low-progress readers in phonics and word attack skills.
  • Sounds-Write: Sounds-Write is an evidence-based linguistic synthetic phonics program. It highly structured, multi-sensory, incremental, and code-oriented instructional approach to teaching children to read and spell. Strategies from this approach are used for Tier 2 and Tier 3 literacy intervention.
  • Equipped for Reading Success – Advanced Phonemic Awareness: Equipped for Reading Success is a comprehensive step-by-step program created by Dr David Kilpatrick that bolsters phonemic awareness and fluent word recognition to promote orthographic mapping.