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We examine how children learn to read and why some students experience persistent reading difficulties. You will learn to recognise common profiles (including subtypes of dyslexia) and use assessment to determine instructional priorities.

We explore the structure of English orthography: phonemes, consonants and vowels, the basic and extended code, and how we map these elements to a practical scope and sequence for intervention.

You will identify each student's starting point using screeners, then plan targeted lessons with the SPELD NSW intervention model. You will learn how to select decodable texts and aligned resources to support your intervention focus.

We model explicit, systematic instruction across the basic and extended code. You will learn to address common barriers to word reading such as blending, segmenting, and b/d reversals—and to use decodable readers effectively to build accuracy and automaticity.

We introduce you to a word attack framework (including teaching high-frequency irregular words) and introduce morphology to extend decoding and spelling. You will plan repeated reading for fluency and embed vocabulary development, and how to use writing to support comprehension.

You will synthesise your learning from the course and reflect on how to plan next steps for your students. In this module you will demonstrate your learning through video submissions. 

As you continue to apply your learning with your students, you can continue to access ongoing practical support and advice in the Reading Intervention Course Community Discussion Board.