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Participation in many aspects of Australian life is dependent on effective communication in Standard Australian English. Developing effective skills for the teaching of English is one of the principal tasks of all teachers. Australian Teacher Education programmes must meet Australian Standards for accreditation including study in English as a priority Learning Area. Included in the Australian Government鈥檚 plan for quality education is a commitment to the teaching of reading instruction through an explicit focus on phonics, phonemic awareness, vocabulary, fluency and comprehension. Teachers of English should be familiar with theories of pedagogical practices, along with research-based strategies that facilitate planning for effective English teaching and learning with diverse groups of learners.

This course is part of a suite of four English courses for primary and early childhood pre-service educators. The course will address early reading instruction by using an evidence-based framework that teaches pre-service teachers how to teach and assess oral language, metalinguistic awareness, phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language to students from Kindergarten to Year Two. A variety of children's literature, including multimodal texts and ICTS will be used.

On successful completion of this course students should be able to:

1. demonstrate an accurate knowledge of oral language, concepts of print, phonemic awareness, phonics, high frequency words, fluency and comprehension and identify links to the Early Years Learning Framework and the Australian Curriculum: English. (APST 2.1);
2. developing knowledge and understanding of the literacy and numeracy general capabilities within early reading instruction (APST 2.5);
3. demonstrate an understanding of a range of planning and teaching strategies including the design of appropriate and relevant resources, addressing the essential components of early reading instruction of children in order to develop independent readers. (APST 1.1, 2.1, 3.3, 3.4);
4. identify and describe a flexible repertoire of approaches to the teaching and learning of early reading instruction and a range of teaching and assessment strategies, utilising multimodal approaches and ICTs (APST 1.2, 2.1, 2.6, 5.1 )
5. demonstrate knowledge and understanding of academic literature in relation to theories of reading and the evidence 鈥揵ased reading instruction process (APST2.1);
6. demonstrate an understanding of a range of diagnostic and formative assessment strategies in relation to the essential components of early reading instruction (APST 5.1)
7. demonstrate appropriate cognitive, literacy and communication skills, including spelling, grammar, punctuation and APA referencing.