Literacy in Standard Australian English (SAE) is as central to the educational success of Indigenous students as it is to the success of other students. But, broadly-speaking, the literacy levels of Indigenous students are below those of their non-Indigenous counterparts.

Issues related to the development of literacy learning are complex. There is disagreement, for example, about exactly what might be meant by the term 'literacy' itself. Research approaches have yielded programs with differing emphases and their own 'languages'. Schools have seen these come and go, and teachers pick and choose from among the literacy pedagogies they have been exposed to. In relation to literacy for Indigenous students in particular, there are other possible crucial overlays — dialectal differences, for example, or learning English as a second language — which may go unrecognised or be accommodated inadequately.

Evidence suggests that there are many routes to the same goal, and that intentness of purpose and intensity of individual support will work. Teachers need to have the expectation that Indigenous students can and will achieve as highly as their non-Indigenous counterparts.

And an evidence-based approach is required. Regardless of what we think ought to work, professional action should be on the basis of what can actually be demonstrated to work. These materials do not advocate a single way of literacy learning for Indigenous students, but they do provide information about several approaches which have produced improved outcomes.

The key messages

• Take account of the fact that many Indigenous students are learning SAE as a second dialect or second or third language. Develop classroom practices which work with Indigenous students' home languages as well as SAE.
• Consider scaffolded approaches to literacy. Schools that are using scaffolded approaches have seen improved literacy outcomes for Indigenous students.
• Remember that consistent attendance will greatly contribute to literacy learning. Without consistent attendance, student progress is often limited, so taking action to improve attendance is a step towards improving literacy levels.
• Incorporate aspects of Indigenous culture in literacy learning. Curriculum materials which are written by and deal with the experience of Indigenous people and their culture can be motivational for students. You may be able to generate such materials locally.
• Do not ignore what you already know about good practice in literacy teaching and learning. If a pedagogy is working for non-Indigenous students, do not exclude Indigenous students from similar programs.