New report reveals what works in teaching reading: effective practices to improve literacy results

In light of the declining reading performance across Europe, as highlighted by the PISA 2022 results, NESET and EENEE developed a major new report: Effective Practices for Literacy Teaching (2025). Authored by international literacy experts Colin Harrison, Greg Brooks, P. David Pearson, Sari Sulkunen, and Renata Valtin, the report presents an extensive review of over 600 studies to identify evidence-based approaches to enhance literacy teaching and learning.

The report is targeted primarily at policymakers but is relevant for educators, parents, and all stakeholders engaged in supporting children’s literacy development. It provides 20 research-informed recommendations that address key areas. The recommendations focus on the following aspects:

• Early years matter: Language skills at age three strongly predict later reading comprehension. The report calls for wider early childhood education and care (ECEC) and targeted support for vulnerable communities.
• From decoding to comprehension: Teaching should balance phonics with the enjoyment of stories, vocabulary, and writing. Reading should be personalised and celebrated, with support for struggling readers in place.
• Value of speech: Singing, hearing stories and poems read aloud, and talking about texts are essential for reading development.
• Reading in groups: Small-group reading—without a teacher—can lead to remarkable gains in comprehension and confidence.
• Reciprocal teaching: This peer-led approach, where students take turns being the ‘teacher’, is among the most effective for improving comprehension.
• Digital and media literacy: Students can learn to critically evaluate online information through structured peer conversations.

The report concludes that improving literacy is both necessary and achievable. It is not only linked to educational success but to better health, employment, and wellbeing.

Access the full report. Also, read the executive summary in English, French and German.

Read the article written by the lead author of the report, Colin Harrison, published on the European School Education Platform.