Learning to read is recognised as a fundamental human right by the United Nations.
Edith Cowan University's (ECU) School of Education has published its position paper for the Teaching of Reading, emphasising the critical importance of learning to read as a fundamental human right.
"This paper highlights the necessity for explicit instruction and a comprehensive understanding of the complex processes involved in reading acquisition," ECU School of Education Executive Dean Professor Caroline Mansfield said.
"Drawing upon international research, the paper advocates for a systematic, evidence-based approach that encompasses key components such as phonemic awareness, phonics, fluency, vocabulary, and comprehension, within a rich and broad language curriculum while emphasising the need to provide support for a diverse range of learners and ongoing engagement with evolving research findings to inform effective teaching practices."
The paper states that learning to read is recognised as a fundamental human right by the United Nations Educational, Scientific and Cultural Organisation.
"Here at ECU, we firmly believe that instilling a love of reading as well as the capacity to understand complex texts is dependent on successfully teaching reading according to current research," Professor Mansfield said.
"A common misconception about reading, is that it is natural, and children will learn to read simply by being read to or looking at the pictures or first letter in words," Associate Professor Lorraine Hammond noted.
"Humans have evolved a special facility for talking, just try and stop a child when they start, but not reading. Children must learn how to convert the symbols of whatever language they are learning to read to the sounds of the language, and English is one of the most complex written systems."
This is why, according to Professor Mansfield, ECU graduates understand that "effective reading instruction is critical to children’s educational success and future participation in society. Being able to read also contributes to knowledge acquisition and promotes a sense of wonder, awe, and empathy."
Research from around the world demonstrates that the most effective method of teaching skills and knowledge for word level reading is systematic, explicit, and cumulative.
"We believe and understand that when teaching reading, the emphasis on oral language, phonemic awareness, letter-sound knowledge, systematic decoding instruction and fluency enables children to read words and supports comprehension of authentic texts," Professor Mansfield explained.
Associate Professor Helen Adam added that the paper also highlights that to become proficient readers children require abundant practice in reading text, and they need to be exposed to a rich and broad language curriculum which includes frequent opportunities for engagement with a diverse range of authentic texts. as well as the cognitive and social-emotional benefits of reading for pleasure.
Associate Professor Adam also noted that the paper also draws attention to the importance of rich, diverse and playful contexts for oral language development in the early years,
"The way we prepare teachers at ECU is an iterative process that reflects well established research and contemporary research, and as new research is published, we continue to refine our practice."
Highly ranked for teacher education
Edith Cowan University is ranked in the top 300 universities in the world for Education according to the Times Higher Education (THE) World University Rankings, 2024.
ECU is also the top university in Australia for skills development and learning resources in undergraduate teacher education, and for overall educational experience in postgraduate education (Good Universities Guide 2024).
You can read ECU's full position paper on the website.
