Why do some children learn to read without explicit teaching? Dr Jennifer Buckingham and Professor Anne Castles explore in today’s reader submission.

New research explores the words most frequently written by students in Australia in their first three years of schooling. Today’s infographic looks at the words that were written at a high frequency, unique to each year level.

A new research study has compiled a list of the 500 most frequently used words written by students in Australia in their first three years of schooling. What influences their word choices? Are there any gender differences? And, how has the list changed in a decade?

It is not well understood by researchers precisely how oral vocabulary helps children learn to read new words. In today’s article Macquarie University’s Signy Wegener and Distinguished Professor Anne Castles discuss some exciting findings from their research that sheds light on this issue.

In this case study, educators at Queensland’s Bribie Island State School share details of a distributive leadership model that not only builds teacher leadership capacity but also increases community voice.

Early years classroom practitioners need to devote more time to teaching writing, including explicit handwriting instruction, according to research findings from an Australian study.

Introducing evidence-based programs and interventions is one strategy that can be used by schools to target specific improvements in student outcomes. For this principal, having ongoing support mechanisms for staff is a crucial part of the implementation process.

How important are spelling, grammar and punctuation when it comes to primary students’ achievement in writing composition? An Australian study provides some interesting insights.

It’s important to be sensitive as to why students are making spelling mistakes, rather than simply handing back work covered in red marker, language and literacy specialist Lyn Stone says.

Language and literacy specialist Lyn Stone joins Teacher to discuss how educators can address poor spelling habits with senior school students.