Learning to read words: Beyond alphabetic skills

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Up to 20% of Australian children experience difficulties in learning to read. Many of these children are unable to sound out words, and a focus on teaching these skills in Australian classrooms was a key recommendation of the recent National Inquiry into the Teaching of Literacy. However, some children make slow progress in reading despite having good sounding out skills, demonstrating that more than just this ability is needed for proficient reading. This project explores how children progress in reading once they have learned to sound out, and examines why some poor readers have difficulty doing so. The findings will inform the teaching of reading and will assist in the development of interventions for children with reading problems.