Where to start? A seminal work highlights areas of consensus and dispute and areas where more evidence is required.  Ending the Reading Wars (ending_the_reading_wars.pdf), Castles et al 2018 is recommended by AITSL. For example, an aspect detailed for where more evidence is required is systematic phonics: whilst there is extensive evidence that a systematic approach to teaching phonics is an essential element of early reading instruction, there is no clear evidence in support of one particular teaching approach over another.

The DRIVE Model of Reading (drive_model_of_reading_-_cartwright.pdf): Making the Complexity of Reading Accessible is a current model, was recommended by Jann Farmer-Hailey via Nicki Tainsh. The authors argue that policy and practice suffer when understandings are too simplistic and aim to repent a model of reading that is complex yet accessible.

What do we need to keep in mind when using research evidence? What criteria should we use to judge what research should guide our decision making? The  Reading Instruction Evidence Guide, 2020 provides answers.

Decodable Books: Yes? No? What? Why? When? Who?How? by Chick Mariott describes the research on decodable texts.  Read in conjunction with the evidence guide above