What Are We Really Teaching? The Implications of Including Phonics Instruction in Group Guided Reading
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| Title: | What Are We Really Teaching? The Implications of Including Phonics Instruction in Group Guided Reading |
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| Language: | English |
| Authors: | Caroline R. van der Mescht (ORCID |
| Source: | Reading & Writing: Journal of the Literacy Association of South Africa. 2023 14(1). |
| Availability: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Reading Instruction, Reading Strategies, Phonics, Grade 1, Elementary Education, Instructional Materials, Whole Language Approach, Foreign Countries, Discussion (Teaching Technique), Sustained Silent Reading, Books, Questioning Techniques |
| Geographic Terms: | South Africa |
| ISSN: | 2079-8245 2308-1422 |
| Abstract: | Background: In the context of the ongoing crisis in early reading literacy in South Africa, this article gives insight into teacher practices which reduce learners' opportunities to read continuous text for meaning. Aim: This ethnographic study investigated the microcosm of teacher practices in well-resourced environments. Setting: A purposive sample was drawn of three Grade One teachers in former Model C primary schools for intensive investigation of their literacy teaching practices. A pilot study established that a literacy teaching event resembling Group Guided Reading was attended every day by every learner in these classrooms and therefore provided the focal event in the research. Method: Micro-ethnographic classroom observations, with accompanying video recordings and transcriptions were the primary data sources. Interviews provided narrative and descriptive data. Data were analysed by means of qualitative content analysis and discourse analysis. Results: Findings suggested that the introduction of flashcards and texts designed for phonics practice into a methodology designed to promote reading for meaning has a cumulative impact on the time teachers spend on discussion, modelling comprehension strategies and silent reading. Potentially this limits learners to only one of the four roles of a reader, that is, a reader as code breaker. Conclusion: Findings caution against teachers making changes to the requirements of explicit teaching methodologies. The aims of Group Guided Reading are not achievable when phonics instruction reduces engagement with continuous text. Contribution: This article, by critiquing a practice, encourages teachers and teacher educators to consider the balance between "whole-language" and "phonics-based" approaches. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1409757 |
| Database: | ERIC |
| Abstract: | Background: In the context of the ongoing crisis in early reading literacy in South Africa, this article gives insight into teacher practices which reduce learners' opportunities to read continuous text for meaning. Aim: This ethnographic study investigated the microcosm of teacher practices in well-resourced environments. Setting: A purposive sample was drawn of three Grade One teachers in former Model C primary schools for intensive investigation of their literacy teaching practices. A pilot study established that a literacy teaching event resembling Group Guided Reading was attended every day by every learner in these classrooms and therefore provided the focal event in the research. Method: Micro-ethnographic classroom observations, with accompanying video recordings and transcriptions were the primary data sources. Interviews provided narrative and descriptive data. Data were analysed by means of qualitative content analysis and discourse analysis. Results: Findings suggested that the introduction of flashcards and texts designed for phonics practice into a methodology designed to promote reading for meaning has a cumulative impact on the time teachers spend on discussion, modelling comprehension strategies and silent reading. Potentially this limits learners to only one of the four roles of a reader, that is, a reader as code breaker. Conclusion: Findings caution against teachers making changes to the requirements of explicit teaching methodologies. The aims of Group Guided Reading are not achievable when phonics instruction reduces engagement with continuous text. Contribution: This article, by critiquing a practice, encourages teachers and teacher educators to consider the balance between "whole-language" and "phonics-based" approaches. |
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| ISSN: | 2079-8245 2308-1422 |
