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Using phonics to develop the emergent English literacy skills of Spanish learners ; El uso del método fónico para desarrollar la alfabetización emergente en inglés de alumnos españoles
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Using phonics to develop the emergent English literacy skills of Spanish learners
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 111-128 (2021)
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Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice
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Jensen, Helen Faith. - : Edith Cowan University, Research Online, Perth, Western Australia, 2019
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In: Theses: Doctorates and Masters (2019)
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Abstract:
Whether or not teachers use the research-based practices of Explicit Instruction (EI) in lessons matters, since the salient features of EI design and delivery, backed by empirical research (Hattie, 2009), enable the transfer of new and difficult information from short- to long-term memory (Kirschner et al., 2006). How teachers interpret EI is important, because effective early instruction in “systematic, direct and explicit” phonics and phonological awareness (PA) can reduce the incidence of reading difficulties (Moats, 2010). The aim of this thesis was to investigate, describe and analyse teachers’ enacted understanding of Explicit Instruction in phonics and phonological awareness, and identify the factors that enhanced or inhibited faithful implementation of EI practices in pre-primary classrooms. Case studies were conducted with three pre-primary teachers in Perth, Western Australia. Five explicit phonics and PA lessons, delivered by each teacher, were observed and video recorded over a data collection period of 14 weeks, spanning three school terms in 2014. The teachers were interviewed after the five observations; more extensively at the beginning and end of the datacollection phase. The school principals and, where available, the teacher mentors or EI coaches were also interviewed, with further information gathered from school documents and email contact. The case studies were examined individually and across cases to provide insights into the complexities of teachers’ enacted interpretations of EI. One of the schools had adopted EI as a whole-school approach to literacy in conjunction with fully scripted Direct Instruction Programs (Carnine et al., 2010). In this school, the pre-primary teacher received extensive professional development and delivered EI with fidelity in a school environment highly aligned with teacher-directed approaches. The other two pre-primary teachers taught E I in more eclectic environments, where essential components of EI were not a sufficiently clarified, supported or embedded approach by instructional leaders. Amongst others, O’Donnell (2019) concluded that teachers’ beliefs are an important factor in the success or failure of new teaching approaches. It is therefore likely that the teachers in this study believed phonics should be taught using play-based, meaningful experiences (Campbell, 2015) because the dominant philosophy in early childhood education is play based (Ebbeck & Waniganayake, 2016). This could have contributed to their inability to adhere to critical aspects EI as recommended in the research. I used Bronfenbrenner’s Ecological Systems Theory to explain how teaching practices were subjected to multiple and complex environmental influences and pedagogical content knowledge, in addition to what teachers deemed important to their students’ learning needs. Teachers’ practices and understandings were found to be influenced by confusing national and state policies, a predominantly play-based learning philosophy, vagueness of school policy in relation to literacy and EI, teachers’ personal beliefs, the school’s professional learning framework and the commitment of leadership to embedding teacher-led learning. This study addressed a gap in the literature on teachers’ practice of EI in phonics and phonological awareness, and showed that some teachers could articulate the principles but not put them into practice. The findings have implications for further research, policy and teachers’ professional learning.
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Keyword:
Education; Explicit Instruction; Phonics; Phonological Awareness; Pre-Primary Teachers
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URL: https://ro.ecu.edu.au/theses/2251
https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3253&context=theses
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The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks
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In: Doctoral Dissertations and Projects (2019)
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Guide to developing an alphabet learning book using the Two-Track Method
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Response to Intervention: Schools Where All Children Learn to Read
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Incorporating Instruction for Multiple Reading Strategies Within One Class of Emergent Readers
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The synergistic effect of teaching a combined explicit movement and phonological awareness program to preschool aged students
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In: Research outputs 2014 to 2021 (2015)
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Replicability of sight word training and phonics training in poor readers : a randomised controlled trial
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Peer group and friend influences on the social acceptability of adolescent book reading
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In: Research outputs 2014 to 2021 (2014)
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Evaluation of a two-phase implementation of a tier-2 (small group) reading intervention for young low-progress readers
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Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 students with Specific Learning Difficulties
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Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills
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Decoding Skills of Middle-School Students with Autism: An Evaluation of the Nonverbal Reading Approach
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2013)
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Teachers’ knowledge of English phonology and attitudes toward reading instruction as related to student outcomes
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The entry knowledge of Australian pre-service teachers in the area of phonological awareness and phonics
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Teachers' Perceptions of Their Preparation to Choose and Implement Effective Methods for Teaching Emergent Readers.
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In: Electronic Theses and Dissertations (2006)
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