The Literacy Collective was born in response to a group of parents, teachers and school administrators at a small, rural school wanting answers.
Why were so many children struggling with reading and why were some groups over-represented?
Were the labels - Lowsocio Economic Status, Dyslexic, Indigenous, English Language Learners, and Neurodivergent - legitimate reasons to accept underwhelming results?
We thought not!
So in 2019, a small team of teachers started digging deeper for answers.
This quest lead us on a journey into the science of reading, the science of learning, and evidence-informed practice.
Programs were written, trialled and tweaked in ‘laboratory’ classrooms. Over time, the data began to reveal a different story. The ‘labels’ were becoming less predictive of outcomes and the percentage of ‘at grade level’ achievement started to rise.
Soon, other schools became interested in the work we were doing and our access to feedback and data expanded. The Literacy Collective program remains an ever evolving, responsive work - informed by classroom data and driven by research and innovation.
Why?
Because science continues to provide more effective ways to solve the problems that hold learners back.
Why?
Because time-poor teachers need the tools, knowledge and agency to help every learner succeed.
Why?
Because we believe the goal of providing equal opportunities for all children, regardless of their background, has now entered the realm of possible.
We hope you’ll join us in the journey towards better!
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© 2025 TLC
