Year: 2024
Author: Hyejeong Ahn, Helen Cozmescu, Bree Hurn, Martina Tassone
Type of paper: Individual Paper
Abstract:
The teaching of reading, particularly concerning phonics instruction, has been a contentious topic, with debates surrounding the extent and methods of phonics teaching in Anglophone countries. This study investigates the practices and perceptions of primary school teachers in two Australian states with strong support for phonics teaching. This research addresses two primary questions: 1) How do teachers in Australia approach the teaching of reading; 2) How do teachers implement phonics instruction and utilise decodable texts in their teaching practices?
The research employs a mixed-methods approach, incorporating both quantitative and qualitative data collection and analysis. Nearly 200 participants, including early years classroom teachers and literacy leaders, were involved in an online survey, and 10 semi-structured interviews were conducted.
Key findings indicate that Australian teachers from both states have identified teacher agency and professional development as essential for effective teaching. They believe that having agency and access to professional development enables them to implement diverse strategies, including differentiation, to support their students' reading development. To support differentiation, many teachers provide additional help through small grouping sessions to students who require it. Various methods are used by teachers to identify the need for intervention and the strategies employed in intervention programmes, highlighting a range of approaches in this area.
Regarding phonics instruction, while all teachers acknowledged the importance of systematic phonics teaching as part of literacy education, they varied in their methods. More than half reported integrating phonics into reading, writing, and even subjects like maths and science. Many teachers expressed reservations about prescribed phonics approaches, particularly their lack of differentiation strategies. Additionally, teachers used a range of text types in teaching phonics, including decodable texts, picture books, and levelled texts. They generally believed that while decodable texts are beneficial for some students and some of the time, their prolonged and exclusive use is not ideal.
This study suggests that professional development focusing on teacher agency and differentiation strategies is crucial. There is a need for more flexible and responsive phonics programmes that accommodate diverse and ever-changing student needs. Further research should explore the long-term impacts of differentiated phonics instruction and the effectiveness of various text types in supporting early reading development. This study contributes to the ongoing dialogue about teaching practices in early literacy education, emphasising the need for adaptable, responsive, and teacher-driven approaches to reading instruction in a rapidly changing world
The research employs a mixed-methods approach, incorporating both quantitative and qualitative data collection and analysis. Nearly 200 participants, including early years classroom teachers and literacy leaders, were involved in an online survey, and 10 semi-structured interviews were conducted.
Key findings indicate that Australian teachers from both states have identified teacher agency and professional development as essential for effective teaching. They believe that having agency and access to professional development enables them to implement diverse strategies, including differentiation, to support their students' reading development. To support differentiation, many teachers provide additional help through small grouping sessions to students who require it. Various methods are used by teachers to identify the need for intervention and the strategies employed in intervention programmes, highlighting a range of approaches in this area.
Regarding phonics instruction, while all teachers acknowledged the importance of systematic phonics teaching as part of literacy education, they varied in their methods. More than half reported integrating phonics into reading, writing, and even subjects like maths and science. Many teachers expressed reservations about prescribed phonics approaches, particularly their lack of differentiation strategies. Additionally, teachers used a range of text types in teaching phonics, including decodable texts, picture books, and levelled texts. They generally believed that while decodable texts are beneficial for some students and some of the time, their prolonged and exclusive use is not ideal.
This study suggests that professional development focusing on teacher agency and differentiation strategies is crucial. There is a need for more flexible and responsive phonics programmes that accommodate diverse and ever-changing student needs. Further research should explore the long-term impacts of differentiated phonics instruction and the effectiveness of various text types in supporting early reading development. This study contributes to the ongoing dialogue about teaching practices in early literacy education, emphasising the need for adaptable, responsive, and teacher-driven approaches to reading instruction in a rapidly changing world