Important Update!
Thank you for signing the petition which requested the provision of evidence-based systematic reading instruction, early identification of reading difficulties and evidence-based literacy interventions in ACT Schools.
The petition was tabled, on our behalf in the ACT Legislative Assembly by the ACT Shadow Minister for Education, Ms Elizabeth Lee on 16 May 2019. The petition was then referred to the Education Employment and Youth Affairs Committee for further consideration and provided to the ACT Minister for Education, Ms Yvette Berry to respond.
Please find following Minister Berry’s response to the petition dated 13 August 2019:
Response to Petitions Nos 13-19 Support for Students with Learning Difficulties
As advocates for evidence-based literacy instruction (backed by scientific research and evidence) to ensure that every student in the ACT completes primary school with proficient reading and literacy skills, the response from Minister Berry is very disappointing.
If you feel that students with reading difficulties are still at risk of disadvantage in ACT Schools, please send Minister Berry an email outlining your concerns, including personal experience today.
However, to make the process easier please find following three form letters which may assist when drafting your email.
Again, thank you for your interest and support!
Please send your emails to berry@act.gov.au
NB: Three letter options are available below
Letter Option 1:
Dear Minister Berry,
Evidence-based literacy instruction, identification & intervention for ACT Students
I wish to express my disappointment and disagreement with your response to Petitions Nos 13-19 Support for Students with Learning Difficulties dated 13 August 2019.
Children with reading difficulties (dyslexia) are being disadvantaged in ACT schools!
My child has dyslexia and currently attends a school in the Australian Capital Territory. Dyslexia is a specific learning disorder that impacts reading, spelling and writing. In every ACT classroom, approximately 10 percent of students have dyslexia on a continuum from mild to severe.
From my experience, most classroom teachers do not have the necessary knowledge or tools to support my child with appropriate reading instruction. Reading instruction in their school is based on ineffective Balanced Literacy methods including PM benchmarked readers, 'phonics in context', three cue reading, modelled / guided / shared reading.
Currently, my child is unable to access the curriculum and participate on the same basis as their peers. They have not had the opportunity to reach their full potential. As a result, their confidence and self-esteem have been damaged, they have disengaged from learning and have experienced anxiety and depression.
Due to the shortcomings of the education system, we were required to seek external support. The financial cost of external support for my child is significant and includes the cost of a formal assessment (diagnosis) and unsubsidised ongoing private specialist teaching in evidence-based reading instruction. These necessary expenses are beyond the means of many ACT families.
Students with reading difficulties in ACT schools require the following:
1. Implementing the Year 1 Phonics Screening Check to identify children at risk of reading difficulties.
2. Evidence-based reading instruction and interventions, with a focus on explicit instruction in phonemic awareness and systematic synthetic phonics, as part of the five keys to reading (phonemic awareness, phonics, fluency, vocabulary, comprehension).
3. Decodable readers to support evidence-based reading instruction in the early years.
4. Regular access to Educational Psychologists and Literacy Specialists (Speech Pathologists) in all schools.
5. Individual Learning Plans which include smart goals.
6. Professional development for teachers in Evidence-based classroom reading instruction, with a focus on explicit instruction in phonemic awareness and systematic synthetic phonics. Additional professional development for teachers to increase their understanding of dyslexia, how to identify and support dyslexia in the classroom.
Thank you for your consideration.
Regards,
[name]
[address]
Letter Option 2:
Dear Minister Berry,
Evidence-based literacy instruction, identification & intervention for ACT Students
I wish to express my disappointment and disagreement with your response to Petitions Nos 13-19 Support for Students with Learning Difficulties dated 13 August 2019.
Children with reading difficulties (dyslexia) are being disadvantaged in ACT schools!
My child has dyslexia and currently attends a school in the Australian Capital Territory. Dyslexia is a specific learning disorder that impacts reading, spelling and writing. In every ACT classroom, approximately 10 percent of students have dyslexia on a continuum from mild to severe.
From my experience, most classroom teachers do not have the necessary knowledge or tools to support my child with appropriate reading instruction. Reading instruction in their school is based on ineffective Balanced Literacy methods including PM benchmarked readers, 'phonics in context', three cue reading, modelled / guided / shared reading.
[ write your own personal experience here]
Students with reading difficulties in ACT schools require the following:
1. Implementing the Year 1 Phonics Screening Check to identify children at risk of reading difficulties.
2. Evidence-based reading instruction and interventions, with a focus on explicit instruction in phonemic awareness and systematic synthetic phonics, as part of the five keys to reading (phonemic awareness, phonics, fluency, vocabulary, comprehension).
3. Decodable readers to support evidence-based reading instruction in the early years.
4. Regular access to Educational Psychologists and Literacy Specialists (Speech Pathologists) in all schools.
5. Individual Learning Plans which include smart goals.
6. Professional development for teachers in Evidence-based classroom reading instruction, with a focus on explicit instruction in phonemic awareness and systematic synthetic phonics. Additional professional development for teachers to increase their understanding of dyslexia, how to identify and support dyslexia in the classroom.
Thank you for your consideration.
Regards,
[name]
[address]
Letter Option 3:
Dear Minister Berry,
Evidence-based literacy instruction, identification & intervention for ACT Students
I wish to express my disappointment and disagreement with your response to Petitions Nos 13-19 Support for Students with Learning Difficulties dated 13 August 2019.
Children with reading difficulties (dyslexia) are being disadvantaged in ACT schools!
From my experience, most classroom teachers do not have the necessary knowledge or tools to support children with appropriate evidence-based reading instruction. Reading instruction in ACT schools is based on ineffective Balanced Literacy methods including PM benchmarked readers, 'phonics in context', three cue reading, modelled / guided / shared reading.
Children are unable to access the curriculum and participate on the same basis as their peers. They are not provided with the opportunity to reach their full potential. As a result, their confidence and self-esteem are being damaged, they are disengaged from learning, experience anxiety and sometimes depression.
Due to the shortcomings of the education system, many families are required to seek external support. The financial cost of external support is significant and includes the cost of a formal assessment (diagnosis) and unsubsidised ongoing private specialist teaching in evidence-based reading instruction. These necessary expenses are beyond the means of many ACT families.
Students with reading difficulties in ACT schools require the following:
1. Implementing the Year 1 Phonics Screening Check to identify children at risk of reading difficulties.
2. Evidence-based reading instruction and interventions, with a focus on explicit instruction in phonemic awareness and systematic synthetic phonics, as part of the five keys to reading (phonemic awareness, phonics, fluency, vocabulary, comprehension).
3. Decodable readers to support evidence-based reading instruction in the early years.
4. Regular access to Educational Psychologists and Literacy Specialists (Speech Pathologists) in all schools.
5. Individual Learning Plans which include smart goals.
6. Professional development for teachers in Evidence-based classroom reading instruction, with a focus on explicit instruction in phonemic awareness and systematic synthetic phonics. Additional professional development for teachers to increase their understanding of dyslexia, how to identify and support dyslexia in the classroom.
Thank you for your consideration.
Regards,
[name]
[address]