Reading involves more than decoding letter-sound relationships and making meaning from isolated texts.
Children in the early stages of learning to read should be given decodable books to practise and generalise their developing alphabetic skills.
Teaching children how to break down words into their meaning and origin can help them be better spellers.
Girls are encouraged more often to read, despite performing better in reading assessments nationally and internationally. Here's how parents and educators can help connect boys with books.
Providing text-message tips to parents on how to make their children stronger readers can make a difference, but only if parents don't get too many or too few text messages, researchers find.
The current debate about comparability would be more concerning if 2018 results showed radically different trends compared to previous years, but they don’t.
Reading styles vary in effectiveness. Here are six things you can do, based on research, to help your child get the most out of shared reading.
A new research project is helping Nigerien women access valuable, accurate information from which they are too often cut off.
Most book clubs are white and middle-class. Even today, books and reading can presume a divide between Indigenous oral story-telling and non-Indigenous literacy.
An unspoken class war has long been waged around the pronounciation of the letter "h" - is it haitch or aitch? Despite a snobbish leaning to the latter, haitch makes more sense.
Geospatial data offers a powerful new way to see the world. But these high-tech images can be misleading or incomplete.
The NSW government will review the K-12 curriculum over the next 18 months. Simplistic approaches may suggest reducing the number of subjects, but this would be a backward step.
To assess problem-solving, creative and critical thinking skills on NAPLAN would fit with broader movements in education internationally, but there are some questions to address first.
Initiatives to tackle South Africa's reading crisis must take the country's realities into account.
Getting rid of NAPLAN would allow teachers more time to respond to and address the needs of their students, rather than teaching to the test.
While we may need to rethink how we use NAPLAN, it is an important and useful tool for researchers and policy makers.
The role of general capabilities in a subject-based curriculum has been a recurring theme in Australian curriculum history.
The recently released Gonski 2.0 report focuses on overhauling core aspects of curriculum and reporting, and proposes a move away from the industrial model of education towards individualisation.
Australia's decline in PISA rankings and criticisms of NAPLAN tell us we should also be looking at how we assess teacher quality.
Results from a recent trial of England's phonics check in South Australia show teachers liked it and students need it.