Lifting literacy
The Tasmanian Government’s Lifting Literacy Framework aims to raise the literacy rates for Tasmanians. This is positive news for dyslexic children.
What it means for schools
The framework commits to all schools using a structured and explicit approach to the teaching of literacy, including evidence-based practices, monitoring student progress, responding early and providing additional support for students who need it, across all schools.
A consistent approach
Structured literacy instruction includes:
- Oral language
- Phonological awareness
- Phonics
- Vocabulary
- Fluency
- Comprehension
These are 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.
School and workplace visits
Learning plans
Create a dyslexia friendly classroom
Your Learning Passport
Know your student’s rights
Structured literacy
The evidence is clear that 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.
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.
A note on outdated approaches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.
- Journalist Emily Hanford’s investigative podcast "Sold a Story" explores why some widely used reading approaches have been ineffective.
"A teacher educated about dyslexia can be the one person who saves a child and their family from years of frustration and anxiety. That teacher can play a pivotal role in changing the whole culture of a school."
- Dr Kelli Sandman-Hurley
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.