A recent Grattan Institute report has shared that one-third of Australian students are failing to learn to read proficiently, referring to the situation as a ‘preventable tragedy’. In addition, the report identifies evidence-based approaches utilising structured literacy programs with phonics and explicit instruction as the most effective methods of teaching literacy.
At Toowoomba Grammar School, we implement a structured synthetic phonics approach to teaching spelling and reading that focuses on developing children's phonological awareness and decoding skills from Prep through to Year 6, which aligns to the recommendations of the Grattan Reports. The program we promote from Prep through to Year 6 is called Promoting Literacy Development (PLD). This program is underpinned by the Science of Reading and supported by the SPELD Foundation.
The Science of Reading advocates that reading is a learned skill that must be explicitly taught. Developing reading proficiency is a complex process involving phonological awareness (the ability to recognise and manipulate the sounds in spoken language), decoding (the ability to sound out words based on their letter-sound relationships), fluency (the ability to read with speed and accuracy), vocabulary knowledge, and comprehension (the ability to understand what is being read).
Our PLD program is delivered through explicit teaching methods. Explicit teaching is a group of research-supported instructional behaviours that provide the necessary support for successful learning through clarity of language and purpose and the reduction of cognitive load. It promotes active student engagement by requiring frequent and varied responses followed by appropriate affirmative and corrective feedback. Moreover, it assists in long-term retention through using purposeful practice strategies (Hughes, Morris, Therrien and Benson, 2017). This approach contrasts with more exploratory or inquiry-based methods, focusing instead on providing students with foundational knowledge and skills in a methodical manner.
In the context of literacy and numeracy, explicit teaching entails deliberate teacher modelling and meticulously explanation of the rules, patterns and strategies underlying language and numbers. It goes beyond assuming that students will naturally grasp these fundamentals through exposure alone. Instead, it recognises the need for structured guidance to ensure mastery.
For students at Toowoomba Grammar School, explicit teaching offers distinct advantages. Research shows that students benefit from clear and ordered instruction, particularly in the early stages of literacy and numeracy. Explicit teaching can also lead to higher levels of engagement and achievement due to preventing cognitive overload. A review conducted by the Australian Education Research Organisation in 2023 found that explicit teaching positively impacts student achievement in mathematics, reading, spelling, problem-solving and science. The studies also found that it works for both primary and secondary students and benefits students with and without additional learning needs.
Through a systematic and structured phonics program (PLD), our students have been mastering the essential skills needed to decode words and understand their meaning. PLD’s Structured Synthetic Phonics (SSP) approach is based on international research and the resources are upgraded as new research becomes available. In addition, our programs are independently assessed by third-party researchers. This research has shown that when PLD programs are used, in conjunction with ongoing professional development and school-wide consistent screening and tracking, measurable differences occur.
In addition to phonics, we've placed a strong emphasis on building word knowledge. This includes expanding vocabulary, learning about word families and patterns, and exploring the origins of words. By understanding the building blocks of language, our students are better equipped to tackle even the most challenging words.
If you’d like further information about Toowoomba Grammar School’s approach to literacy in the Junior School, please contact the School at communications@twgs.qld.edu.au.
- by Chantelle Bauer, TGS Junior School Deputy Head (Teaching and Learning)
Latest Blog
Developing a Sense of Belonging for our TGS Boarders
How do we adequately develop a teenager’s 'sense of belonging' in boarding? Head of Boyce House, Boarding, Mr Michael Hall has investigated how 'Maslow's Hierarchy of Needs' applies to boarding. It is a psychological theory that suggests human beings have a set of fundamental needs that must be fulfilled in a hierarchical order. The theory proposes that individuals must first satisfy their physiological needs before moving on to higher-level needs, such as the 'belongingness' that is so…
Kia Moemoeā – Dream Beyond Limits
A 12-year study has found that boys consistently perform better in an all boys’ school compared to boys in co-educational schools. This was one of several interesting topics presented at the recent International Boys’ Schools Coalition (IBSC) Conference in Auckland, New Zealand which I attended alongside three of my Toowoomba Grammar School colleagues – Mr Luke Rawle, Mr Dave Klan and Mrs Jessica Galbraith. We joined 600 leading educators from 15 countries around the world for the four-day…
Blue and Gold in the Blood
“I had such fond memories from the School and enjoyed all the opportunities available, particularly participating in sport and learning at such a high level; my sons were going to have the same great education,” said Chris adamantly. Chris was a boarder from Dalby and an “all-rounder” as a student. He was part of the 1st XV, a CUO in the Cadets, a member of the debating team, involved in drama (featuring in two plays during his time) and a good academic student. “I really enjoyed boarding,”…
The Benefits of Repeated Reading
An effective and evidence-based method that can significantly improve your child's reading abilities is repeated reading. Reading proficiency is a vital skill that sets the foundation for academic success and lifelong learning. Repeated reading, a simple yet powerful technique, has been proven to enhance reading fluency, comprehension, and overall confidence. Let's delve into why repeated reading is such a beneficial practice for your child. Research consistently supports the benefits of…
Print v Digital
I recently read an article by Petra Stock, entitled "Streaming Stories: Will Children’s Digital Book Platforms Upend Print", an interesting discussion comparing ebooks and print media and the ways they are being used during and post COVID. Which is better according to the article? Well, there is a clear winner; however, like many things, the answer can depend on the situation. I'd like to break elements of the article down, along with my own thoughts and compare the two. Social…
Striking a Balance
We understand that, as parents, we aspire to provide our children with the best education and opportunities for growth. Within the Junior School at Toowoomba Grammar School, we believe in fostering a love for learning while enabling your son to reach his full potential. In this article, we would like to emphasise the significance of automaticity and basic skill practice in extending your child's learning journey, while emphasising the importance of respecting their individual pace. Automaticity…
Developing Sportsmanship from Prep
Overwhelming pride in wearing the Blue and Gold is a familiar emotion for Toowoomba Grammar School students, as is abundantly evident in all our boys, from Prep to Year 12. This emotion and passion for the School is the essence of our TGS culture and defines what it means to be a TGS student. The launch of the 2022 - 2026 Strategic Plan creates an exciting opportunity for our co-curricular program, which links perfectly into the "character and wellbeing" pillar. The development of good…
Why Study Drama?
As an educator with over 30 years’ experience in the Arts, I specialise in the analytical, creative and practical spheres that quantify and qualify success in drama. I have been a Drama teacher and Arts Project Officer in the Independent, Catholic, state, and private sectors in primary and secondary, single sex and co-educational environments. This longevity of knowledge, gained through firsthand experience, affirms that students who study drama through until at least Year 10 acquire…
Drive and Determination
Jeremy Peacock is ranked third in the world in the PTS4 Para category and his sights are set on selection for the 2024 Paralympic Games in Paris. During Jeremy’s time at TGS he represented the School in numerous endeavours but was particularly known for his contributions to the Arts, particularly Music. On the sports field, Jeremy represented TGS in GPS Athletics, Cross Country, Cricket and Football. After returning from a gap year in the UK teaching music at Port Regis School, Dorset, Jeremy…
