Blurb:

This chapter outlines the author’s own ‘journey of discovery’ of Reading to Learn, described in two projects which document the first trials with teachers and students in Victoria. These projects took place simultaneously in two different education settings – one in the Government sector and one in Catholic education. The chapter discusses the background and context for these projects – in particular, the prevalence of deficit views of literacy underachievement, and the shortcomings of many traditional approaches to literacy intervention. It also discusses both the challenges and the importance of scaffolding teachers in achieving pedagogic change.