Centred on improving reading and writing outcomes, the Catalyst literacy approach will help us realise our goal of “every student a competent reader”.
Our teaching approach for literacy is backed by a comprehensive body of knowledge and research on how students learn to read, known as the Science of Reading.
We believe reading is a key enabler for learning – when students can read well, they build their capacity to learn and build greater knowledge.
Evidence-based approach to reading instruction
Research has identified five essential elements critical to reading development, known as the five components to reading –
Teaching these elements systematically has been proven to drive positive student reading outcomes.
Ross Fox, Director, Catholic Education, Archdiocese of Canberra & Goulburn together with teachers and Principals from across the system speak about the vision of Catalyst, its importance and the impact it is having on both teachers and students. Hear about the Science of Learning and the focus on the teacher, as the most important learner in the system. This video captures insights from St Thomas the Apostle Primary School, St Thomas More’s Primary School and St Mary MacKillop College.
Our Literacy approach is based on the Science of Reading, which is a comprehensive body of knowledge on how students learn to read.
It is centred on improving literacy outcomes for all students, and will help us to achieve our bold goal “every student is a competent reader”.
According to the Simple View of Reading, reading comprehension is the combination of using both decoding and language comprehension skills.
A student becomes competent at reading when they can use both of these skills to read and understand texts appropriate to their year level. This is true of every student across all year levels.
All K-2 classrooms across CECG schools will implement an endorsed evidence-based literacy program. These programs teach Systematic Synthetic Phonics in structured lessons, which has been proven to drive positive student reading outcomes.
Systematic Synthetic Phonics is an evidence-based, structured approach to teaching students how to read.
This method of reading helps children to learn the relationships between the sounds (phonemes) of spoken language and the letter symbols (graphemes) of the written language.
Through the introduction of the DIBELS assessment tool and other reading based assessments in 2021, we can access more reliable data to inform our baseline level of reading across year levels.
In the coming years, we will continue to use these assessment models to track improvement in reading outcomes.