Lifting Literacy

The Tasmanian Government’s Lifting Literacy framework aims to improve literacy outcomes for all students. This is a positive step forward, particularly for students with dyslexia.

 

What it means for schools
All schools are expected to use structured, evidence-based approaches to teaching reading, monitor student progress and respond early and provide additional support for students who need it

 

A consistent approach
Reading instruction should include:

  • Oral language
  • Vocabulary
  • Phonological awareness
  • Phonics
  • Fluency
  • Comprehension

These are often referred to as the “Big 6” of reading.

 

What this means for students
Students who fall behind should receive:

  • targeted small group support
  • or intensive one-on-one intervention

The goal is to help students catch up and return to classroom learning with confidence. Read more about the Lifting Literacy framework.

Dyslexia-friendly classrooms

A dyslexia-friendly classroom is one where every student feels included, supported and able to succeed.

 

What it looks like
Dyslexia-friendly schools:

  • Recognise the impact of learning differences on achievement and wellbeing
  • Provide high-quality teaching and targeted support
  • Invest in ongoing professional learning
  • Implement consistent policies and practices
  • Support staff with the tools and resources they need

 

A shared responsibility
Creating an inclusive classroom is a team effort. It requires the right support, training and leadership.

 

Why it matters
When classrooms are designed to support students with dyslexia, all students benefit.

 

How does your classroom score?
Creating a dyslexia-friendly classroom doesn’t need to be complicated. Small, practical changes can make a big difference.

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Structured Literacy

The evidence is clear. Structured literacy is the most effective way to teach reading
and spelling. This approach is also known as the science of reading.

What it looks like
Structured literacy is:

Explicit — skills are directly taught

Systematic — learning follows a clear sequence

Cumulative — new skills build on previous knowledge

Progress is regularly checked to ensure students are keeping up.

 

Why it matters
All students benefit from structured literacy. For students with dyslexia, it is essential.

 

A note on outdated approaches
Whole language and balanced literacy approaches are no longer recommended as they are not supported by evidence.

If you’d like to learn more:

  • Nessy has a helpful video explaining the difference between structured
    literacy and whole language approaches.
    Watch the video →
  • Journalist Emily Hanford’s investigative podcast Sold a Story explores why some widely used reading approaches have been ineffective.
    Listen to the podcast →

 

Supporting all learners
Students learn at different rates and in different ways. A Multi-Tiered System of Support (MTSS) helps schools respond to these differences.

Tier 1: High-quality instruction (All students)
High-quality classroom instruction for everyone

Tier 2: Targeted support (<15% of students)
Additional small group instruction

Tier 3: Intensive support (<5% of students)
Individualised, one-on-one intervention

 

Why this matters
Early identification and targeted support help prevent long-term learning gaps. If this approach isn’t in place, it’s worth asking why.

Learn More >