From Falling Behind to Moving Ahead: A Case for Explicit, Inclusive Instruction

The content of this post was originally published by the Code Read Dyslexia Network on 14 February 2025. As the school year unfolds, it remains timely to revisit and reflect on its message—to keep effective, research-based teaching at the forefront of our efforts to support every learner.

Schools around Australia and the English-speaking world have long relied on balanced literacy practices and small-group rotations for literacy instruction, believing it allows for more playful, literature-rich opportunities for students. However, a growing number of public, Catholic and independent school leaders are becoming more aware of how often struggling students are falling behind, while more capable students can be receiving inconsistent, and fragmented instruction.

The Failure of the Status Quo

Many current educational practices are failing students, particularly those with learning difficulties. The Code Read Dyslexia Network highlights how the education system is set up to fail those with dyslexia. In Australia, many teachers receive little to no training about dyslexia or how to effectively teach reading, leading to a reactive, wait-to-fail approach for far too many students. As a result, children often struggle before any intervention occurs. The consequences are severe—44% of adults lack basic literacy skills, and literacy difficulties are disproportionately represented in our prisons. Moreover, there is a strong correlation between literacy struggles and mental health issues.

A way forward?

In my work at La Trobe School of Education and with schools around Australia, I have sought to make the case for transforming educational practices by grounding them in scientific educational research. In my work with colleagues, we argue that many popular approaches to teaching—particularly those that emphasise student-led discovery and minimally guided instruction—often fail to meet the needs of all learners. However, by implementing science-informed practices, schools can create more equitable and effective learning environments for their students, including those who have been traditionally underserved.

The science of learning provides critical insights into how students learn and how instruction can be systematically designed to maximise understanding and retention. Foundational principles such as cognitive load, retrieval practice, effective feedback, and knowledge-rich curricula all contribute to more effective learning experiences for all students. These key insights from the research point to the need for explicit instruction as the starting point for all learning, ensuring that all students, including those with dyslexia and other learning difficulties, have equitable access to high-quality teaching.

When schools shift to an explicit, whole-class instruction model based on the science of learning, teachers can see dramatic improvements. In the seven case studies featured in my latest book, leaders changed practices to ensure that every student received direct teaching and structured practice before moving to independent tasks, student outcomes improved significantly in reading, writing, and also mathematics. Teachers also implemented real-time adaptations, allowing for immediate interventions when students needed extra support. The schools’ experience highlights the importance of high-quality, systematic Tier 1 teaching, as well as targeted support through Tier 2 and 3 interventions, which together make up Multi-Tiered Systems of Support (MTSS).

The Power of Tier 1 Instruction

Explicit, whole-class instruction is the most effective means of meeting the diverse needs of our students, and is a critical component of general classroom instruction (tier 1). By breaking down complex skills into manageable steps, teachers ensure that all students have access to core concepts. Checking for understanding in real time allows teachers to address misconceptions immediately, and guided practice helps students solidify their learning before transitioning to independent work.

It is disheartening to think how many students are spending class-time struggling with their assigned work, or waiting for their teacher to be available to help them.

With effective tier 1 instruction, targeted small group instruction can also take place based on how students are faring in real-time, rather than locking students in pre-determined ‘high’, ‘medium’ and ‘low’ groupings. This approach benefits all learners by providing a solid foundation and ensuring that everyone starts with the same essential instruction and feedback from the teacher.

Adaptive Teaching: Systematically Responding to Student Needs

While children are all unique and may be at a different stage of their learning, the science of learning indicates that students all learn in practically the same way, and benefit from high quality, interactive explicit teaching. The common practice of traditional ‘differentiation’ by separate rotating groups can results in vague, impractical strategies or routines that are difficult for teachers to implement. What teacher wants to prepare four different versions for all six of their daily lessons?

Adaptive teaching, by contrast, focuses on high quality tier 1 instruction, and making real-time adjustments to that solid lesson rather than designing separate curricula for different groups. Teachers can modify their instruction within the lesson, ensuring that all students can engage with and understand the material without lowering expectations.

The Importance of Early Identification and Intervention

Code Read Dyslexia Network emphasises the necessity of early screening, such as phonemic awareness checks in Preschool and Kindergarten and phonics assessments in Year One. Addressing literacy and numeracy difficulties early is far more effective than waiting until students have already fallen behind. Early intervention, combined with evidence-based teaching, prevents the long-term negative consequences of undiagnosed dyslexia and other learning difficulties.

Next steps

While the change around the country is immense, school leaders and policy makers play a crucial role in supporting this transformation. They can ensure teachers are trained in effective, explicit instruction, promote explicit teaching strategies for reading, writing and mathematics, and foster a culture of high expectations. Professional learning, instructional coaching, and knowledge-rich curriculum materials are essential components of this shift. It is my hope that the work of educators and school leaders continues to provoke discussion and highlight the need for urgent and meaningful change. As advocated by organisations like Code Read Dyslexia Network, schools adopting research-informed practices, implementing tiered systems of support, and focusing on adaptive teaching, we can create a more equitable and effective educational system. Every child deserves the right to read and write proficiently and the opportunities that literacy affords. Every teacher and school leader deserves access to the most up-to-date insights from the scientific research. It’s time for an investment in the professional knowledge and practice of all our educators. Our children cannot achieve their potential without it.

For those interested in exploring these ideas further, Whole-Class Teaching is Not One-Size-Fits-All, explains how it can be both inclusive and responsive to individual needs, while Reducing Rotations (Part 1) provokes educators to reconsider how their time is spent and to explore simpler, more effective approaches rooted in the science of learning.