Programs & Resources

Effective research-based literacy programs

Providing programs and resources for effective literacy instruction

MultiLit programs reflect a contemporary approach to best practice literacy instruction as identified by international reading scientists. For more information, visit our research section.

The MultiLit Catalogue outlines all of our programs and Professional Development workshops and how they fit together. Download your copy here or request a print copy.

Our Programs

PreLit

early literacy preparation

Preschool through to Foundation

PreLit is a systematic, skills-based program that lays a sound foundation for children to learn to read. It provides early childhood teachers with the tools necessary to teach pre-literacy skills and concepts in a fun and engaging way, focusing on phonological awareness and oral language development through structured storybook reading.

InitiaLit

whole-class initial instruction in literacy

Foundation to Year 2

InitiaLit is an evidence-based whole-class literacy program which will provide all children with the essential core knowledge and strong foundations to become successful readers and writers. InitiaLit is a three-year program, covering the first three years of school (typically Foundation to Year 2). InitiaLit–Foundation was released in 2017, InitiaLit–1 in 2018, and InitiaLit–2 in 2019.

InitiaLit Readers

decodable books for beginning readers

Foundation to Year 1 and older low-progress readers

MultiLit has developed two sets of 60 phonic readers for children who are just learning to read. These delightful decodable readers are carefully sequenced to encourage children to use good reading strategies from the start.

The decodable InitiaLit Readers were developed to support InitiaLit – a whole-class literacy instruction program for Foundation to Year 2 children. They can also be used alongside MiniLit.

MiniLit – Meeting Initial Needs In Literacy

literacy intervention

Year 1 and some pre/post Year 1

MiniLit is an evidence-based, explicit and effective early literacy intervention program for teaching reading skills to children who are in the bottom 25% of the expected range for their age group in Year 1 or 2. MiniLit is a Tier 2 small group program (up to four students per group) within a Response to Intervention framework, but it can also be used on a one-to-one basis.

MacqLit – the Macquarie Literacy Program for small group instruction

literacy intervention

Year 3 through to Adults

MacqLit is an explicit and systematic reading intervention program for small groups of older low-progress readers. It provides teachers with a comprehensive sequence of lessons that includes all the key components necessary for effective reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension.

Reading Tutor Program

literacy intervention

Year 2 through to Adults and EFL/ESL

The MultiLit Reading Tutor Program (RTP) caters for students who have not acquired the basic skills needed to become functional readers. Children who have failed to learn to read in the first few years of schooling need intensive, systematic reading instruction if they are not to fall further behind, or even become complete non-readers. The RTP reflects a contemporary approach to best practice literacy instruction as identified by international reading scientists and as reflected by the reports of the US National Reading Panel (2000), the (Australian) National Inquiry into the Teaching of Literacy (2005), and the (UK) Rose Report (2006).

Word Attack Skills – Extension

literacy intervention

Year 4 through to Adults and EFL/ESL

After completing the Word Attack Skills component in the MultiLit Reading Tutor Program, many students are able to generalise the strategies they have learnt to all text. However, in some cases, students do need further assistance to continue to make progress. The one-to-one Word Attack Skills – Extension program teaches strategies to help struggling readers tackle multi-syllable words with confidence.

Reinforced Reading

literacy support

Year 2 through to Adults and EFL/ESL

One of the single most important things we can do to help low-progress readers is to hear them read every day, for a little as 15-20 minutes, using a set of tutoring strategies known as Reinforced Reading. Reinforced Reading is predicated on the set of tutoring strategies for use with low-progress readers known as Pause, Prompt and Praise (PPP), a technique used and researched extensively since the early 1980s, and has been revised in the light of current research and the findings of the National Inquiry into the Teaching of Literacy. Our research has repeatedly shown that most low-progress readers can make major gains when this essentially very simple procedure is employed properly on a regular basis.

Spell-It

an explicit approach to teaching spelling

Year 4 through to Adults

Spell-It is a flexible resource that assists teachers to plan and implement spelling instruction based on assessment of students’ current knowledge. Spell-It teaches the rules, conventions, structure and logic of the English language, to enable teachers to plan effective spelling lessons based on the needs of their students. Originally written by Joy Allcock from New Zealand, Spell-It has been adapted for use in Australian schools.

WARP (Wheldall Assessment of Reading Passages)

assessment and monitoring

Reading age between Year 2 and Year 5

The WARP (Wheldall Assessment of Reading Passages) is a quick and simple measure of reading performance for identifying low-progress readers and for monitoring reading progress. It is primarily designed for those who are working with students reading at a Year 2 to Year 5 level. Students read for just one minute from purpose written 200-word passages. The WARP is used both for screening and measuring students’ ongoing progress and provides an early-warning signal identifying those students who may require additional intervention. It is suitable for use by classroom teachers, learning support teachers and other school personnel.

WARL (Wheldall Assessment of Reading Lists)

assessment and monitoring

Reading age between Year 1 and Year 2

Reading fluency is a powerful predictor of overall reading progress. The Wheldall Assessment of Reading Lists (WARL) is a quick and simple measure of reading performance, designed to identify younger low-progress readers and for monitoring reading progress.