Jennifer Buckingham PhD FRSN, Director, Strategy and Senior Research fellow at MultiLit, along with Therese Levins, and Alison McMurtrie visited 12 schools in ACT and NSW over two days. These MultiLit representatives came with the purpose to observe and provide feedback on the practical classroom application of the MultiLit program from Foundation through to Year 2.
MultiLit was developed over 25 years ago to improve literacy in the classroom, using scientific, evidence-based research on phonics and vocabulary to enable children to become successful readers and writers. MultiLit was coined as an acronym to ‘Making Up Lost Time in Literacy’ and has developed a number of programs to address knowledge gaps, through direct, systematic and intensive teaching and tutoring. The data driven approach to literary education enables students to become confident readers and writers and achieve the basic foundation for academic success.
The visit was to observe three programs in action: InitiaLit, which is a whole-class based literacy program to build essential core knowledge from the outset, reducing the need for intervention and remedial education; MiniLit, which is a small group reading program for students in Year 1 and 2 who require intensive support to develop decoding skills; which intervenes from Year 2 onwards as a contemporary approach to best practice literacy instruction; and MacqLit which provides Year 3+ students specialist support in word recognition.
The time in the classroom allowed the experts to provide guidance and feedback around the implementation of the program and share best practice, empowering teaching staff to deliver quality outcomes.
Leaders in Primary Education from the Lismore Diocese were also invited to attend to discuss their journey into the science of reading and the plans for implementing the best practice approach to learning in 2023.
Jessica Colleau Terradas, Senior Officer Teaching and Learning – Literacy for Catholic Education, Archdiocese of Canberra and Goulburn, said
“Thank you…to our wonderful CECG teaching staff for welcoming us into their classrooms. It was great to see them in action using scientifically-based reading instruction across Foundation to Year 2 classes. The feedback was positive and the whole experience turned out to be a great success, with staff feeling supported and even more committed to do their best for their students.”