This report presents findings from a comprehensive survey of 500 Australian teachers focused on reading instruction practices in primary education. It provides six recommendations aimed at government, schools and systems. 

Overall, teachers report strong confidence in their knowledge and pedagogical skills and demonstrate a clear understanding of reading development. Teachers show a nuanced approach to text selection, balancing decodable and authentic texts in the early years, and progressing appropriately in text complexity as students’ reading skills advance. However, differentiation remains a significant challenge with variability in student ability, time constraints and limited resources identified as major hurdles. 

A summary report is also available.

Key findings

• Over 75% of teachers said they feel well-equipped to teach reading.  
• Professional learning is largely self-directed, with many teachers turning to online resources and social media over formal training.
• Few teachers engage in regular professional dialogue about reading instruction, and most (65%) do not use department-provided instructional materials.
• Only half of surveyed teachers report operating within a whole-school reading approach, highlighting inconsistencies in instructional practices both within and between schools.