The challenge: Improving core literacy outcomes in Education Queensland schools

Recent systematic initiatives in Education Queensland are creating significant opportunities to change and improve literacy practices. A model of Core Literacy instruction is used in this paper to consider Education Queensland's current and intended curricular initiatives on reading instruction and their adherence to authoritative theory. It is considered highly likely that due to a tendency to build from current practice rather than additonally building from authoritative theory regarding literacy instruction, and reading accuracy instruction in particular, Education Queensland is at risk of improving the literacy skills of students who successfully master early literacy but not of decreasing the proportion of students who fail to succeed.