Abstract
In this chapter we share results from the qualitative data collected prior to (phase 1) and after completion (phase 2) of the Reading Success project. Information from staff interviews revealed some broader issues related to a whole-school approach to the teaching of reading. Findings showed several common themes, including the importance of positive and collaborative learning environments; having consistent language and communication across the whole school in relation to literacy education and more specifically the teaching of reading; and the inclusion of varied approaches that can be demonstrated for the purpose of professional learning.
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