The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of this synthesis is to demonstrate the impact that research in reading development is having on current ACER research and products. Most importantly, it supports understanding of the importance of embracing the complexity and nuance of reading research and the need for improved efforts to clearly communicate evolving research evidence. ACER draws on the evolving evidence of the science of reading to inform its approach to developing assessments and resources for teachers, and also refers to this evidence to describe where children are in their reading journey. This means a students' progress through each construct as described in this paper can be tracked and used to inform teaching and learning.

Effective monitoring of learning and development involves integrating multiple perspectives from a child’s parents, carers, family, and their educators. A collaborative approach between educators and families not only recognises the family’s critical importance in their child’s life but it has also been shown to benefit children with learning difficulties, delays and behavioural concerns (Parenting Research Centre, 2012; Prior et al., 2011). Efforts made towards the integration of multiple perspectives can also support stronger inclusion of diverse families into communities of early childhood education and care. However, discussions with parents and carers about issues regarding their children’s development can be a challenging part of an educator’s role (O’Connor et al., 2018). This paper will reveal both obstacles and enablers when it comes to engaging in conversations with parents and caregivers. Bronfenbrenner’s ecological systems theory positions ’mutuality, reciprocity and shared decision-making’ (1979, p. 46) at the forefront of planning for conversations about the learning and development of young people. This paper will justify how this lens has informed the development of a tool to support educators and families to move beyond traditional power imbalances to enhanced and balanced relationships that result in improved holistic student support.

The ability to read and understand text is fundamental to full participation in modern adult life (Olson, 1977; Elwert, 2001). It is essential to educational progress across domains, but increased literacy levels are also linked to positive outcomes in terms of employment and health. Given its critical role both in the facilitation of learning in all domains, and in many aspects of life beyond school, it is imperative that we give students the best possible chance to develop their reading skills. This paper uses early reading as a case study for examining how the identification and explication of essential skills and concepts might assist all students to make excellent progress.

The National Assessment Program for Literacy and Numeracy (NAPLAN) is intended to assess all Australian students in Years 3, 5, 7 and 9 to ensure equity and inclusion. This paper explores the extent to which equity and inclusion are achieved for students with disability through NAPLAN reporting. Document analysis of publicly accessible NAPLAN reports, technical reports, handbooks and protocols was conducted to evaluate how this cohort is represented in NAPLAN reports. This paper demonstrates the paucity of NAPLAN reporting about students with disability. It highlights opportunities for NAPLAN data from this cohort to be reported and used to inform educational decisions at all levels (teachers, schools, systems and parents) for students with disability.