This snapshot explores variations in schools’ readiness to implement a response to intervention (RTI) approach to improving children’s oral language and reading skills. It is a collaboration between the Australian Education Research Organisation and the Centre for Community and Child Health at the Murdoch Children’s Research Institute.

This paper summarises key findings from research on how to better support students who enter secondary school with gaps in their foundational literacy and numeracy skills.

This report presents the findings of a literature review on the applicability and effectiveness of interventions for older students who have not mastered foundational literacy or numeracy skills.

This report presents the findings from a survey and interviews with students in Years 7 to 9 who lack the foundational literacy and numeracy skills that are required to engage with a secondary curriculum in schools where most students have these skills.

This evidence review was commissioned on behalf of all education ministers to synthesise what is known about effective remote learning. It takes stock of lessons learned through the COVID-19 period, as well as those gained from earlier, pre-pandemic experiences.