Despite decades of literacy reforms, too many students struggle to understand what they read. While recent attention on phonics has addressed part of Australia's literacy challenge, it's not the whole story. Reading comprehension depends not just on decoding words but on building the background knowledge and vocabulary that allow ideas to take meaning. Without access to a rich coherent curriculum, many students from disadvantaged backgrounds remain locked out of successful learning.

In this CIS conversation, Natalie Wexler, will explore how we can move beyond the "science of reading" and integrating it with the broader science of learning. This means rethinking how we teach writing not as a generic skill but as a powerful tool for strengthening memory and deepening understanding. It also means shifting from skills-based instruction to content-rich lessons that build knowledge systematically over time.

Wexler's perspective will challenge how current approaches to literacy may be falling short. Her argument will invite policymakers and educators to reconsider long-held assumptions about what it means to teach reading well.

Joining the conversation is Associate Professor Lorraine Hammond, an expert in evidence-based instruction and literacy coaching. She brings extensive experience supporting teachers and school leaders, particularly through her work in regional and remote schools. Her focus is on translating research into effective classroom practice, contributing an Australian perspective on the practical challenges of improving literacy outcomes.

What happens when students can decode words but have nothing meaningful to say about them? What's the point of teaching "reading skills" if we don't give students anything worth reading? Can we really address inequality without giving every child access to powerful knowledge?

Natalie Wexler is an American education journalist and senior contributor at Forbes. She is the author of The Knowledge Gap, co-author of The Writing Revolution, and most recently, Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning.

Lorraine Hammond Professor of Early Years Literacy at the University of Notre Dame in Fremantle, and leads professional learning and coaching for teachers and school leaders in the Kimberley region.

Glenn Fahey is Director of Education at the Centre for Independent Studies. He is the author of several CIS publications, including: Starting off on the wrong foot: How to improve Initial Teacher Education in Australia and Failing to teach the teacher: An analysis of mathematics Initial Teacher Education.