Early years and prevention
While formal reading and writing instruction typically begins when children enter school, access to written language is founded in strong oral language competency.
The Reading and Writing Centre works with early years educators, parents and caregivers to:
- increase understanding of the integral relationship between spoken and written language
- create language and literacy-rich home and learning environments.
Increasing understanding of the typical progression of oral language and emergent literacy development will facilitate early identification of children at-risk for reading difficulties.
Identification and support
The Reading and Writing Centre builds the capacity of regional and school-based multidisciplinary teams to:
- identify students at-risk of or experiencing difficulties learning to read
- plan interventions and supports delivered at all levels within a whole school approach.
Differentiate and access
The Reading and Writing Centre builds teachers' understanding of:
- the specific nature of reading disorders
- how to differentiate the teaching and learning environment, curriculum and assessment materials to meet the learning and access needs of students with reading disorders.
Building the evidence base
The Reading and Writing Centre partners with internal and external organisations to build the evidence base in the field of reading and writing disorders.
To build knowledge and capability, infographics have been created for the following topics:
Reading Success in the Primary Years
On Thursday 25 June 2020, the staff at the Reading and Writing Centre were pleased to host the launch of the book
Reading Success in the Primary Years: An evidenced-based interdisciplinary approach to guide assessment and intervention.
Reading Success in the Primary Years is an important publication that describes a successful collaboration between the Queensland Department of Education and three Queensland universities. It explains how to bridge the gap between research and practice in the identification and remediation of students experiencing difficulties in reading. You can download an electronic version on
Springer Link website.
Executive Director, Maree Neilsen, and the Reading Centre's Principal Speech Language Advisor, Jennifer Peach, welcomed the authors—Associate Professor Marleen Westerveld (Griffith University), Dr Rebecca Armstrong (University of Queensland) and Professor Georgina Barton (University of Southern Queensland)—to the Reading Centre at Woolloongabba. Most participants joined the proceedings via an online platform. These included guests from Queensland Department of Education, Flinders University, La Trobe University, Queensland University of Technology and Catholic Education.
The Reading and writing disorders advisory service helps educators and parents to connect with expert advice, information and support on reading disorders, including dyslexia.
To inquire about advice to support children who have reading or writing difficulties:
Phone: (07) 3328 6950
Rural and remote
The Reading and Writing Centre provides support for targeted clusters of schools in rural and remote locations. Collaboration with Regional staff and the Centres for Learning and Wellbeing provide the opportunity to build staff capability and knowledge in the area of reading and writing development and disorder.