Fit for language and reading

This research project aims to strengthen the language proficiency and literacy of all pupils in pre-primary and primary education, with particular attention to equal educational opportunities and the prevention of language and reading delay. Through a series of evidence-informed learning pathways, the project focuses on the professional development of school teams and educational support staff on the one hand, and teacher educators and supervisors on the other, in the field of effective language and reading instruction. The project is aligned with the strategic objective of the Flemish Government to ensure both linguistically proficient pupils and highly skilled teaching staff. 

The research comprises three blended learning pathways for school teams — focusing on early literacy development (kindergarten), beginning reading instruction (Grade 1), and developing reading (Grade 2–6) — as well as two in-person train-the-trainer programmes for teacher educators and supervisors. These pathways combine online modules, professional learning networks, practical assignments and coaching, supported by knowledge and skills assessments to measure growth and impact. 

The methodology follows a design-based and implementation-oriented research model. The project develops evidence-informed materials, including checklists, self-assessment and observation tools, action plans, to help sustainably embed the new minimum attainment targets for reading, oral language, language structure and vocabulary into classroom practice. 

Expected outcomes include trained and empowered school teams acting as ambassador schools, and qualified teacher educators and supervisors who can support future school teams. The results will be widely disseminated through the Fit for Reading platform, guest lectures, professional development sessions, social media, newsletters and professional publications, with the ultimate goal of achieving a sustainable, evidence-informed reading approach in Flemish education.