The recent NAPLAN (National Assessment Program – Literacy and Numeracy) test results have brought to light a concerning statistic – nearly one-third of Australian children, with just over a quarter of Victoria's students, are facing challenges in meeting the demanding new proficiency standards for literacy and numeracy.

The journey of learning to read is intricate, much like assembling and driving a car. For young learners, it involves building the foundational components of word identification, maintaining a consistent exposure to print, and, most importantly, actively engaging in the process of reading itself. This complex process requires a holistic approach to education.

(Reference: Adams et al., 1990)

Acknowledging the complexity of learning to read, skilled teachers understand the importance of having the end goal of creating proficient readers and learners. They skillfully balance various reading components, such as phonemic awareness, phonics, fluency, vocabulary, and comprehension, while instilling a love for books, words, and stories.

Children who struggle with reading often encounter difficulties in decoding and word recognition, which are fundamental to the "alphabetic principle." The link between sounds and letters is crucial, and poor readers may face obstacles in this foundational skill due to a lack of phonemic awareness.

(Reference: Lyon, 1997)

Before the formal school journey begins, preschoolers lay the groundwork for future reading success. Recognising letters, understanding print concepts, and being aware of phonemes (sounds in words) are pivotal predictors of reading achievement. Reading aloud together emerges as the most impactful activity for parents and caregivers.

(Reference: Adams, 1990)

Learning to read is intricately connected to learning to talk and listen. Parents and caregivers play a crucial role in nurturing these skills through meaningful conversations, rhymes, and word games. Early identification of language, hearing, or speech problems is key to preventing later reading difficulties.

Without timely help, struggling readers may persist in their difficulties. The transition from Grade 1 to Grade 4 often reveals persistent challenges for those who struggle early on. This emphasises the need for a strong foundation from birth through age five.

(Reference: Juel, 1988; Shaywitz et al., 1997)

Encouragingly, prevention and early intervention programs show promising results, boosting the reading skills of 85 to 90 percent of poor readers to average levels. With a comprehensive approach encompassing phoneme awareness, phonics, spelling, fluency, and comprehension, well-trained teachers play a pivotal role.

(Reference: Lyon, 1997; Vellutino et al., 1996; Fletcher & Lyon, 1998)

Teaching kids to read is a collective effort involving parents, teachers, caregivers, and the community. The research underscores the impact of each stakeholder group, emphasizing the shared responsibility to ensure that every child, regardless of their challenges, learns to read successfully.

Achieving reading milestones is a joint venture. Parents, teachers, caregivers, and community members all have crucial roles in supporting children on their reading journey. Research affirms that the actions of families, educators, and community programs significantly impact a child's reading success. Now, more than ever, let's unite our efforts and work together to ensure that every child not only learns but thrives in the world of reading. It's a shared responsibility we all bear.