Stacey Campbell
Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices
Queensland University of Technology
phonics continues one controversial literacy instruction topics debated usa uk australia new zealand given importance placed phonics early literacy learning role teacher beliefs play types coderelated literacy children encounter purpose two phase mixedmethods study investigate relationship teachers reported playliteracy beliefs phonics practices reasons behind decisions use commercial phonics programmes priortoschool years mixedmethods study found correlation related teachers playbased childcentred literacy beliefs reported holistic early literacy phonics practices decisions use commercial phonics programmes logistic regression analysis revealed positive significant relationship early childhood teachers stated would never consider using commercial phonics programme reported belief children learn letters sounds incidentally thematic analysis interview data found teachers interpreted phonics instruction method occurring isolated skilldrill activity subsequently held strong views heavily scripted commercial phonics programmes interview data also revealed range playbased holistic phonics examples embedded everyday classroom experiences explicit systematic instruction reported early childhood teachers knowledge experience reported beliefs together high level confidence addressing parental pressure engage formalised phonics lessons reasons behind reported practices study important implications understanding different types phonics methods children encounter teacher concerns loss playbased literacy learning continuing controversy adultdirected phonics childinitiated playliteracy practices