How this school cracked the code to close the gap in early reading

Djidi Djidi Aboriginal School in south-west WA has recorded a huge improvement in reading since introducing a highly structured method of teaching sounds and letters.

More students are making it to high school with literacy skills, giving them a greater chance of academic success.

A leading expert in reading instruction says schools nationwide could learn from its success and wants tracking of how schools teach reading to ensure consistent, evidence-based lessons.

Four years ago, testing at Djidi Djidi Aboriginal School revealed 16 of the 18 students in years 5 and 6 were at or below year 3 level in literacy.

"They struggled when they got to high school," principal Karen Augustson said.

Today, all but one or two of the 23 students in the senior class are reading at their year level and well prepared to make the jump to high school.

"We are now closing the gap, which is what we set out to do, and we can see it."

Karen Augustson says the improvement has been better than she ever expected. (ABC News: Jon Daly)

The principal attributes the success to a combination of the latest evidence-based teaching called explicit instruction, a trauma-informed practice known as the Berry Street Education Model and an embrace of Indigenous culture.

Staff and students start each day with a "yarning circle" to reflect and focus, then go straight into 90 minutes of highly structured literacy lessons.

The school, based just outside Bunbury in Western Australia, is in its fourth year of following the MultiLit literacy program, a commercial venture developed out of Macquarie University research to help older primary school students struggling with reading.

"Our school celebrates that. It's just amazing when we show the results, all the teachers just get pumped because that's what it's about, getting our kids ready for high school," Ms Auguston said.

Karen Auguston says Djidi Djidi students used to struggle when they reached high school. (ABC News: Jon Daly)

Though the school was able to adopt the new literacy teaching program because of Closing the Gap funding, the principal admits the first year was "a bit bumpy".

Teachers had to adjust to new practices, including not introducing new content until students had fully mastered a lesson.

"With teachers, we've all been wanting to go through the curriculum and get things done," Ms Augustson said.

Djidi Djidi says it is closing the gap in literacy. (ABC News: Jon Daly)

Instead, she gave teachers permission to not move forward, even repeat lessons, until testing showed the students had fully comprehended a concept.