Recently Phonics has been accepted as the prime approach for the teaching and learning of reading and as a key way to measure success in reading pedagogy. This webinar aims to problematise that view by presenting a variety of perspectives on the efficacy, political and economic implications of using Phonics. Zsargo’s research in primary schools explores children’s views on Phonics and finds they sometimes struggle to see Phonics and reading as related. Woore et al’s research in post-primary French classrooms finds that an integrated approach to French reading instruction, using reading strategies and Phonics, is likely to be more beneficial than any approach used in isolation. Woods and Baroutsis’ present an analysis of comments from the media to challenge a recent move in Australia to introduce a Phonics check for all six-year olds whilst Soler examines the commodification of Phonics within early literacy education and how marketisation has impacted on the conceptions of learners and the professional role and status of teachers working in this area.
|Publication status||Accepted/In press - 21 Oct 2020|