TY - JOUR
T1 - Teaching phonics in context—stories of teachers’ practice and students’ outcomes
AU - Scull, Janet
AU - Lyons, Damien
N1 - Funding Information:
Open Access funding enabled and organized by CAUL and its Member Institutions. This research was funded by Catholic Education Melbourne.
Publisher Copyright:
© The Author(s) 2024.
PY - 2024
Y1 - 2024
N2 - This article presents the outcomes of a study conducted in Victoria, Australia, that recognised teachers’ knowledge and understanding of phonics teaching, and early literacy acquisition processes more generally. In total, 45 teachers and 220 students from the 18 focus schools who engaged in the reform initiative agreed to participate in this study. The questions posed considered understandings associated with the professional learning programme and processes that support the implementation of the phonics teaching and the impact this had on students’ literacy learning. We share the data used to map teachers’ stories of change and practice and some of the key factors, including structures, practices and attitudes, that influenced the implementation. The impact on students’ reading and writing outcomes throughout the reform process are also reported. Combined, the findings indicate that the teaching of phonic knowledge, integrated into rich contexts for learning, contributed to improvements in teaching and students’ early literacy skills. Furthermore, this study fills an important and common missing gap in professional learning as it explores implementation processes and practice in the classroom. The results inform continuing reform efforts and targeted research necessary to refine phonics teaching practice and further advance students’ literacy outcomes.
AB - This article presents the outcomes of a study conducted in Victoria, Australia, that recognised teachers’ knowledge and understanding of phonics teaching, and early literacy acquisition processes more generally. In total, 45 teachers and 220 students from the 18 focus schools who engaged in the reform initiative agreed to participate in this study. The questions posed considered understandings associated with the professional learning programme and processes that support the implementation of the phonics teaching and the impact this had on students’ literacy learning. We share the data used to map teachers’ stories of change and practice and some of the key factors, including structures, practices and attitudes, that influenced the implementation. The impact on students’ reading and writing outcomes throughout the reform process are also reported. Combined, the findings indicate that the teaching of phonic knowledge, integrated into rich contexts for learning, contributed to improvements in teaching and students’ early literacy skills. Furthermore, this study fills an important and common missing gap in professional learning as it explores implementation processes and practice in the classroom. The results inform continuing reform efforts and targeted research necessary to refine phonics teaching practice and further advance students’ literacy outcomes.
KW - Early literacy
KW - Phonics
KW - Professional learning
KW - Reading
KW - Writing
UR - http://www.scopus.com/inward/record.url?scp=85189892075&partnerID=8YFLogxK
U2 - 10.1007/s44020-024-00058-6
DO - 10.1007/s44020-024-00058-6
M3 - Article
AN - SCOPUS:85189892075
SN - 1038-1562
VL - 47
SP - 181
EP - 201
JO - Australian Journal of Language and Literacy
JF - Australian Journal of Language and Literacy
ER -