Supporting students with reading and writing difficulties and disorders
The Queensland Department of Education supports schools to improve student outcomes in reading and writing through evidence-informed teaching and targeted supports.
This approach is informed by research on how students learn to read and the teaching practices that are most effective. The department’s effective teaching of reading literature review provides a summary of this evidence and promotes consistent approaches across schools.
Students with reading and writing difficulties may have a range of needs. Some students may have identified disorders such as
dyslexia or oral language difficulties including
developmental language disorder, which can affect their learning across the curriculum.
How support is provided
Support for students is delivered through classroom teaching and school-based processes. Schools use student data and evidence-informed practices to identify needs and provide appropriate levels of instruction. This includes:
- explicit, high-quality teaching for all students
- targeted support for students requiring additional assistance
- intensive, individualised support for students with significant and ongoing needs.
These levels of instruction are often described as a tiered approach, where classroom teaching forms the foundation and additional support is provided based on student need. This aligns with a multi-tiered system of supports (MTSS), which enables early identification and targeted intervention.
School teams plan, implement and monitor teaching and intervention to ensure practice is responsive to student progress over time.
Responding to reading and writing difficulties and disorders
Students who experience difficulties in reading and writing are identified early and provided with timely support. Schools use assessment and ongoing monitoring to:
- identify students who may be at risk (e.g. universal screening)
- check whether teaching and intervention are effective (progress monitoring)
- adjust teaching and support based on student progress.
Teaching becomes more intensive when needed. This includes students with persistent difficulties as well as those with identified disorders such as dyslexia. A formal diagnosis is not required for schools to act. Schools respond to student need by adjusting teaching, providing targeted intervention, and making appropriate adjustments so that all students can access learning.
For more detailed information about identifying and supporting students with dyslexia, see the department’s guidance on
dyslexia.
Some students may also have oral language difficulties, including
developmental language disorder, which can affect their understanding and use of language. These difficulties can impact reading and writing and may require tailored supports.
Schools address these needs through coordinated teaching and tailored supports that respond to each student’s learning profile.
Students may also benefit from
reasonable adjustments to enable their access to learning while they are developing reading and writing skills. These adjustments are based on individual need and may include changes to the way information is presented, how students respond to tasks, or the level of support provided during learning.
This could include the use of
assistive technology. Adjustments are used alongside explicit teaching and targeted supports, ensuring students can participate in learning while their skills are developing.
Accessing support and guidance
Support for students is coordinated through school-based teams and departmental processes. The department provides guidance, resources and professional learning to support schools to:
- deliver effective reading and writing instruction
- use data to inform teaching and intervention
- plan for students requiring tailored supports, including reasonable adjustments.
This includes resources that describe a structured, tiered approach to teaching and intervention, such as the multi-tiered system of supports (MTSS) framework for reading.
Departmental staff can access professional learning at the
Reading through the Australian Curriculum site.
Schools, families and carers can also access practical strategies through the department’s
Partners in learning videos, which provide guidance for language and reading development at home and at school.