Tackling Literacy Challenges at Damascus College: Insights from the Grattan Report and the SRA Corrective Reading Program

Damascus College is implementing several initiatives to improve literacy:

• The evidence-based SRA Corrective Reading program
• A Year 8 literacy implementation program across all subjects
• A Years 7-9 enrichment literacy program

These address key issues highlighted in the Grattan Institute's The Reading Guarantee report:

• 1 in 3 Australian students are not achieving reading proficiency
• the need for phonics instruction and knowledge-building curriculum
• gaps in higher-order skills like making inferences and analysing language

Damascus College aims to build consistency in literacy strategies schoolwide. Families are encouraged to support reading habits, discussions and vocabulary exposure at home.

Introduction

The ability to read proficiently is a fundamental skill that underpins academic success and personal growth. In today's rapidly evolving world where technology and new forms of communication are ever present, the importance of literacy cannot be overstated. The Reading Guarantee report has shed light on the pressing literacy challenges faced by Australian students, with approximately one in three failing to achieve reading proficiency. This alarming statistic underscores the urgent need for systemic change. At Damascus College, a proactive approach to addressing literacy challenges has been adopted through the implementation of the SRA Corrective Reading program and English enrichment initiatives for Years 7-9, the implementation of the Year 8 literacy programme and the Year 7-9 enrichment in literacy programme. This article aims to delve into the essence of The Reading Guarantee report, reflect on Damascus College's efforts in this domain and offer practical tips for families to support literacy development at home, while emphasising the importance of social-emotional learning skills and critical and creative thinking.

The Reading Guarantee: Highlighting the Issue

The Reading Guarantee report paints a concerning picture of the literacy landscape in Australia. According to the report, approximately one-third of Australian students fail to achieve proficiency in reading, a statistic that demands immediate attention. The report advocates for a national strategy to ensure that at least 90% of students attain reading proficiency by implementing a phonics-based approach to decoding skills in early education. Additionally, the report emphasises the importance of a knowledge-rich curriculum to enhance vocabulary and comprehension, which are essential components for successful reading throughout a student's academic journey.

The report also highlights the specific areas where students struggle the most, such as higher-order comprehension skills like making connections between ideas, interpreting language and tone, developing interpretations by making inferences, comparing and contrasting texts. According to the report, scores were lower on items requiring critical analysis and synthesis of information across sentences and paragraphs than more basic retrieval of directly stated facts. Furthermore, the report identifies gaps in skills like summarising key ideas, understanding how language choices shape meaning, and analysing how events and characters are represented. These findings underscore the need to focus on teaching higher-order comprehension strategies and critical thinking skills.

Damascus College's Literacy Initiatives

In response to these challenges, Damascus College has taken proactive measures by adopting the SRA Corrective Reading program, an evidence-based literacy intervention programme, a Year 8 multi-disciplinary literacy programme and introducing English enrichment activities for students in Years 7-9. The SRA Corrective Reading program, with its structured approach to decoding and comprehension, offers a comprehensive solution for students struggling with reading. Its focus on direct instruction, skill development, and cumulative learning aligns with the report's recommendations, reflecting Damascus College's commitment to evidence-based practices.

Damascus College's English enrichment initiatives further reinforce its dedication to literacy development. These activities are designed to engage students in a variety of reading experiences, fostering a love for literature and cultivating critical thinking skills. By incorporating diverse texts and interactive learning experiences, Damascus College aims to provide a well-rounded approach to literacy education.

One of the key initiatives is the Reading Program, which involves direct, explicit instruction in reading skills and strategies. This co-planned and co-taught session allows the teacher librarian and English teacher to provide targeted reading instruction to students in Years 7-9 during their English classes. The program focuses on modelling reading strategies, providing guided and independent practice, and giving students time to apply their learning, thereby improving their overall reading abilities.

For the 2024 academic year, Damascus College has placed a specific emphasis on Year 8 students to address the literacy challenges identified in the report. The goal is to improve reading comprehension skills, as measured by growth in PAT R scores for the 2024 Year 8 cohort. To achieve this, a comprehensive plan has been developed for implementing a Year 8 literacy implementation programme.

The Year 8 literacy implementation programme is a commitment made by all learning areas involving teachers from various subject areas, including English, Mathematics, Science, Health and Physical Education, Humanities, Arts, Technologies, Religious Education, and Languages. Throughout the year, teachers will explore PAT R data, identify specific comprehension skills that require focus, provide professional development on evidence-based literacy strategies, develop a bank of reading strategies and cues for Year 8 students to use across subjects, and expand reading strategy instruction to include interpreting language choices, text features, and literary devices.

By the end of the year, the leaders will analyse the final PAT R testing data for Year 8 students to identify growth, gather student feedback on reading confidence and strategy use, and document learnings and recommendations for future planning. Damascus College also plans to expand the model and tailor literacy interventions for other year levels, aiming to build whole-school consistency in literacy strategies and increase the reading focus across all learning areas.

Engaging Families in Literacy Development

Recognising the pivotal role of family involvement in a student’s literacy development, Damascus College encourages families to support their student's reading journey actively. Here are some practical tips for families to enhance literacy at home:

• Encourage reading habits – establish a daily reading routine and make reading an enjoyable experience by allowing student to choose books that pique their interests.
• Discuss books - engage in discussions about the books your student is reading, encouraging them to share their thoughts, make connections, and ask questions.
• Create a rich language environment - expose students to a diverse range of vocabulary by incorporating new words into everyday conversations and explaining their meanings.
• Integrate technology responsibly - utilise educational apps and audiobooks as complementary tools to traditional reading methods, ensuring a balanced and engaging approach.

The Importance of Social-Emotional Learning and Critical Thinking

Literacy extends beyond mere text decoding; it encompasses the ability to understand, interpret, and engage with content in a meaningful way. Social-emotional learning skills and critical thinking are essential in this process, enabling students to navigate complex narratives, understand diverse perspectives, and develop empathy. Through discussions, group activities, and reflective practices, Damascus College aims to cultivate these vital skills, further enriching students' reading experiences.

Strategies such as Socratic Seminars encourage students to engage in critical thinking, comprehension and effective communication skills. These student-led discussions provide a platform for exploring complex ideas, asking open-ended questions, and supporting responses with textual evidence. By implementing such strategies across all learning areas, Damascus College creates a consistent approach that helps students enhance their comprehension, critical thinking, and communication skills, regardless of the subject they are studying.

Conclusion

The Grattan Institute's The Reading Guarantee report and Damascus College's literacy programs offer valuable insights and practical solutions to the pervasive challenge of literacy education in Australia. By fostering a collaborative environment involving schools, families and communities and emphasising the importance of comprehensive skill development, we can ensure that every student has the foundation to succeed in an increasingly complex world. As we move forward, let us embrace these challenges as opportunities for growth, innovation, and collaboration in our collective pursuit of Being.Our.Best.

References

The Grattan Institute's The Reading Guarantee report

SRA Corrective Reading program