This project initially focused on the reading development of students in Years 2 to 4 who have not acquired these basic skills as easily as their peers. In the second iteration of the project in 2010, students in Years 2 to 3 were the target group. In both cases, these were the students who did not make the leap from 'learning to read' to 'reading to learn', a milestone that usually occurs during these years.
While a great body of knowledge now exists regarding how reading skills develop, the outcomes of research have in many cases not translated into the instructional cycle in many classrooms. This project aimed to address this problem by supporting teachers in their assessment of students, the analysis of the results, and most importantly, through high yield interventions, which, due to their success in small group situations, were implemented in a classroom context. Participating teachers identified a number of positive outcomes including: