Amid a growing national debate about how reading should be taught in schools, the Primary English Teaching Association Australia (PETAA) wanted to hear from teachers tasked with this critical work. Too often, these discussions unfold without the insight of education professionals themselves – despite being the ones guiding young learners every day. PETAA, a not-for-profit association supporting primary English and literacy teachers,  launched a national survey last year with a simple but powerful goal: to listen to teachers.

We heard from 500 educators working in primary English across systems, sectors and contexts. Their responses painted a rich, layered picture – one marked by deep professional knowledge, strong alignment with research-informed practice, and a clear call for greater support.

Teachers are using evidence-informed approaches – consistently

Our survey revealed widespread use of explicit, teacher-led reading instruction.That’s contrary to claims reading instruction in Australia lacks rigour or consistency, . Over 80% of respondents reported teaching reading this way at least three to four times a week, with daily instruction the norm in Foundation classrooms.

Importantly, teachers are adjusting focus as students progress: placing a strong emphasis on phonics, phonemic awareness and decoding in the early years, then transitioning to more complex work with vocabulary and comprehension in upper primary. Nearly every single Foundation teacher (98%) reported addressing the five core pillars of reading instruction – phonemic awareness, phonics, fluency, vocabulary and comprehension – within their literacy blocks.

But the literacy block is only one part of the story. Teachers shared how they embed reading instruction across the curriculum, using subject-specific texts in HASS, Science and other areas to build comprehension and vocabulary. Reading is woven through the school day. It’s not confined to a single lesson, they said.

Differentiation is essential – and unsustainable without support

Differentiation emerged as a central theme – both in its importance and in the challenges it presents. Teachers are managing classrooms where reading levels can range from significantly below year level to well above. They’re grouping students flexibly, selecting tailored texts, and adjusting instruction in real time.

Many are doing this with limited resources and even less time. The use of support staff – often crucial for delivering one-on-one or small-group reading instruction – is uneven across schools. Teachers told us they know what students need. The question is whether they have the support structures in place to meet those needs consistently.

The case for a whole-school approach

One of the most significant findings from the survey was that only half of teachers reported working within a consistent whole-school approach to reading instruction. For early career teachers in particular, this lack of coherence can mean entering a classroom without guidance, mentorship, or shared goals across year levels.

Teachers told us they want greater alignment – not in the form of rigid programs, but through school-wide frameworks that ensure continuity and collaboration. This includes shared language around reading pedagogy, consistent expectations, and time to work together across teams.

A whole-school approach supports more than instructional consistency – it builds a culture of collective responsibility for student learning. It enables schools to embed professional collaboration into their routines and create space for peer learning, observation, and reflective dialogue. Without it, even experienced teachers are left to navigate complex decisions in isolation.

In the national debate, teacher voice must be front and centre

Public discussions about reading instruction in Australia are often marked by polarising headlines and competing narratives. What’s often missing is the voice of teachers – those with the daily responsibility of guiding students through the complex and rewarding process of learning to read.

The data from this survey shows that Australian teachers are not only engaging with evidence-informed practices, but also making thoughtful, responsive decisions that reflect the needs of their students and contexts. One teacher told us, “We have to know the content and how to teach it – and we have to know our students and how they learn.” This balance of professional knowledge and contextual responsiveness is at the heart of effective practice.

In place of simplistic debates about methods or programs, we need a sustained national focus on the conditions that support high-quality teaching. That starts with recognising the expertise of the profession.

What teachers told us they need

Across the responses, a clear set of priorities emerged. Teachers aren’t asking for one-size-fits-all programs or sweeping mandates. They’re asking for system-level support that enables professional practice to flourish.

They told us they need:

• Consistent whole-school frameworks that provide guidance while allowing for teacher autonomy.
• Time and resources to differentiate effectively, especially for students learning English as an additional language or those requiring extension.
• Access to diverse and inclusive texts, along with professional learning on how to use them well.
• Mentoring and support for early career teachers, including opportunities to observe effective practice.
• Protected time for professional collaboration, not just individual preparation or online search.

PETAA’s resources and professional learning are built around the pillars teachers told us they rely on most: practical classroom strategies, curriculum-aligned guidance, support for differentiation, and access to diverse, high-quality texts. These play a critical role in supporting teachers and schools.

We work alongside educators – not above them – to support consistent, whole-school approaches and foster the professional confidence and collaboration that teachers say they need. This survey was not a standalone project. It is part of our ongoing commitment to listen, respond and advocate for the conditions that enable effective reading instruction in every Australian classroom.

A call to listen – and act

This survey doesn’t claim to be the final word on reading instruction. It’s a snapshot – a reflection of the professional knowledge, challenges and needs expressed by 500 Australian teachers.

But the message is clear: when it comes to reading instruction, teacher voice matters. And in the midst of national discussion, it’s more important than ever that those voices aren’t sidelined.

Teachers know what high-quality reading instruction looks like. They are doing the work, often against the odds. Our challenge now – as systems, policymakers, and education researchers – is to ensure they are heard, supported, and trusted.

Helen is an associate professor and researcher in the School of Education, Edith Cowan University. She has a background in primary education and has worked and researched in literacy and socially just education since 2007. She is the president, Primary English Teaching Association Australia (PETAA)