Since September 2020, more than 12,000 participants have taken part in La Trobe’s innovative Science of Language and Reading (SOLAR) Lab online short courses.
A recent evaluation, published in the Australian Journal of Learning Difficulties, has shown that the courses are not only popular, but also address a significant gap in professional development for teachers.
“Historically, there has been inadequate preparation for educators tasked with teaching reading in the early years,” says Professor Pamela Snow, Co-director of SOLAR Lab.
“Recent reports, such as the Grattan Institute Report, have underscored the severity of this issue, particularly its disproportionate effect on diverse and disadvantaged groups.”
“There is strong evidence from Australia and overseas that this gap needs to be filled, but universities have been slow to respond. As a result, many teachers have had to seek out, and often self-fund, professional development in reading instruction.”
To address this, La Trobe’s SOLAR Lab team initially developed three online courses targeting reading instruction. Further short courses have since followed.
“Our recent publication, drawing on feedback from nearly 1000 participants, shows that each short course has been favourably received. Evaluations have been overwhelmingly positive, with participants praising the content, delivery and practical relevance of the courses.”
“Our findings confirm that teachers are eager for this knowledge and highlight the need for universities to prioritise this in initial teacher education programs,” Professor Snow says.
Interested in learning about SOLAR Lab’s short courses? Find out more, including course dates.
