Abstract
ABSTRACT Coverage of reading and reading instruction in initial teacher education is highly contested, with the “reading wars” representing decades of debate concerning approaches that should be promoted to teachers-in-training. Empirical evidence strongly endorses explicit and systematic teaching of code-based skills as a starting point, together with strong coverage of vocabulary, syntax, fluency, comprehension, and background knowledge. However, most faculties of education in Australia and other English-speaking industrialised nations have persisted in promoting “balanced literacy” and postmodern constructs, such as “multiple literacies”. We describe the development, delivery, and evaluation of three online short-course programmes for primary and secondary teachers on the science of language and reading and report on feedback from a sample of 945 participants. Quantitative and qualitative data show that participants (the largest subgroup being teachers) attach a high value to this knowledge and its practical applications. Implications for initial teacher education, education policy-makers, and school leaders are considered.
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