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Researchers at the Fraser Mustard Centre were requested to explore the landscape in which the early literacy skills of ºÚÁϳԹÏn children are being fostered. The intervention science behind learning to read is expanding. Recent evidence posits that a child’s home learning environment is the strongest predictor of success in later reading abilities and that those children not receiving structured language and reading support at home may need greater support from the early childhood education system to be ready for school.
In the Australian schooling system, it is expected that children will be able to read simple texts in year one. However, if these early literacy skills have not yet been mastered by the time children have completed preschool, then children are arriving at school already behind where they need to be to make the most of the school environment.
This project seeks to better understand the recent literature and evidence and consider current pedagogical approaches and what pre-requisites and supports may be required to better support children’s early literacy skills. Ultimately, the work aimed to advise the Department for Education on the best pedagogical approaches to developing children’s pre-literacy and reading skills in the early childhood system.
