Decodable or predictable: why reading curriculum developers must seize one

By Simmone Pogorzelski, Susan Main and Janet Hunter
Community contribution / June 24, 2021

Despite the promise to ‘improve clarity’, ‘declutter’, and remove ‘ambiguous’ content, the new draft curriculum has left teachers guessing when it comes to when, and how, to use texts in the first two years of school.

The requirement for teachers to choose between two types of texts remains in the proposed new curriculum, revealing a lack ...

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By Simmone Pogorzelski, Susan Main and Janet Hunter

Community

Simmone Pogorzelski is currently completing a PhD on the role of decodable texts in early reading development at Edith Cowan University (ECU). Simmone is a sessional academic in the School of Education at ECU and works as a product developer for MultiLit. Susan Main, PhD, is a Senior Lecturer in Education at Edith Cowan University in Western Australia. Her teaching and research interests include preparing pre-service and in-service teachers to teach children with diverse abilities, including evidence-based approaches to literacy instruction, managing challenging behaviour, and using technology to facilitate learning. Janet Hunter, PhD, teaches and researches in the area of literacy education at Edith Cowan University in Perth, Western Australia. Currently, she teaches both in-service and pre-service teachers. Research interests focus on the development of teacher professional knowledge and how teachers can support students who are failing to make adequate progress in literacy development.

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Decodable or predictable: why reading curriculum developers must seize one

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