The ultimate purpose of reading is to extract and construct meaning from all kinds of text.
(Snow, C. 2002. Reading for understanding: toward an R&D program in reading comprehension. Rand Corporation).
Reading is a multifaceted process involving word recognition, comprehension and fluency. Through the automaticity of foundational word recognition skills, the reader can shift the cognitive load to making meaning from text. Unlike speaking and listening, reading is not a naturally developing skill, all students need to be explicitly taught to read.
Reading is taught through all key learning areas and subjects of the Australian Curriculum, using evidence informed practices. Evidence-informed practices are informed by a vast body of multi-disciplinary research (The Science of Reading) which provides an understanding of how we learn to read, and the most effective instructional practices to teach reading.
Reading is the basis for the acquisition of knowledge, for cultural engagement, for democracy, and for success in the workplace. “Its importance in education cannot be overstated as it is essential for further learning in subjects.”
(Castles, A., Rastle, K., & Nation, K (2018. Ending The Reading Wars: Reading Acquisition from Novice to Expert. Psychological Science in The Public Interest, 19(1), 5-51.)