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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
Language: English
Authors: Caroline R. van der Mescht (ORCID 0000-0001-6985-9989)
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
FullText Text:
  Availability: 0
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  Data: What Are We Really Teaching? The Implications of Including Phonics Instruction in Group Guided Reading
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  Data: <searchLink fieldCode="AR" term="%22Caroline+R%2E+van+der+Mescht%22">Caroline R. van der Mescht</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6985-9989">0000-0001-6985-9989</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing%3A+Journal+of+the+Literacy+Association+of+South+Africa%22"><i>Reading & Writing: Journal of the Literacy Association of South Africa</i></searchLink>. 2023 14(1).
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  Data: 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
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Whole+Language+Approach%22">Whole Language Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Sustained+Silent+Reading%22">Sustained Silent Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2079-8245<br />2308-1422
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2024
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  Label: Accession Number
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  Data: EJ1409757
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Whole Language Approach
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Discussion (Teaching Technique)
        Type: general
      – SubjectFull: Sustained Silent Reading
        Type: general
      – SubjectFull: Books
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: What Are We Really Teaching? The Implications of Including Phonics Instruction in Group Guided Reading
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              Type: published
              Y: 2023
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