Comparative effectiveness of three literacy teaching approaches for young children with reading difficulties (2006–2008)

Up to 15% of Australian children fail national benchmark tests in reading. Difficulty in early reading is highly correlated with later school failure. This research shifts the literacy debate away from the simplistic argument about whole language versus decoding, to a more sophisticated and as yet unresolved question as to the optimum approach and combination of approaches to facilitate children s literacy learning, particularly for children with early reading difficulties. The three approaches under investigation are language (form, syntax and semantic knowledge), decoding (phonological and alphabetic knowledge), and metacognition (planning and reflection), and the issues of sequence, intensity, and duration
Grant type:
ARC Discovery Projects
Funded by:
Australian Research Council