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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.
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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.
New in 2024 recognised guru on the teaching of comprehension, David Pearson with Robert Tierney summarise the body of research on the teaching of comprehension
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
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In "Beyond Comprehension", Daniel Willingham argues that reaching comprehension strategies DOES improve children's understanding of texts. However, there is NO evidence that practicing these strategies leads to further gains in reading comprehension. Download here: beyond_comprehension.pdf
