This guide was developed by reviewing the best available international research and consulting experts, teachers, and academics to arrive at key principles for effective teaching of literacy.

This Guidance Report offers seven practical, evidence‑based recommendations – that are relevant to all students in upper primary – but particularly to those struggling with their literacy.

Students who are falling behind in literacy, come disproportionately from disadvantaged homes. A student in year 7 from the lowest quintile of social economic status (SES) is more than 10 times as likely to have reading skills below national minimum standard in comparison to a peer in the highest quintile of SES.

This guide is aimed primarily at subject leaders, principals, and other staff with responsibility for leading improvements in literacy teaching. It is not intended to provide a comprehensive guide to literacy recommendations but represents eight ​‘lever points’ where there is useful evidence about literacy teaching that schools can use to make a significant difference to students’ learning. The report focuses on pedagogy and approaches that are supported by good evidence; it does not cover all the potential components of successful literacy provision.

The guide focuses on improving the quality of literacy teaching. It is intended as an accessible overview of existing research with clear, actionable guidance and several key principles to consider.