Literacy curricula, teaching and teacher education in Science of Reading times: An Australian perspective

• In Event: Navigating the Politics of the Science of Reading Mandates: U.S. and Australian Case Studies

Abstract

Developments in literacy education, in particular the teaching of reading to beginning readers in the first years of schooling in Australia, have been heavily influenced by advocates of a Science of Reading (SoR) approach. The result is the inclusion of systematic teaching of (synthetic) phonics and decodable texts in national and state English curricula and teacher education programs. However the SoR research informing teaching practice, teacher education programs and curricula is selective (thomas, 2022; Wyse & Bradbury, 2022. 2023). The presenter posits that the media is complicit in sensationalising a ‘reading crisis’, blaming teachers and teacher educators, misquoting those who criticize a ‘one size fits all’ SoR approach, and misrepresents other essential components for learning to read.
The presenter suggest that phonics instruction is important and has always been part of the teaching of reading but teachers have also implemented other strategies based on assessment and the needs of students so students make progress (Compton-Lily et al., 2023; Duke & Cartwright, 2021). However, teachers’ professionalism has been so undermined they are unsure of what to do when a focus on phonics doesn’t work, when students disengage with learning, how to move students into texts other than decodables, or for learning content.
This paper will consider the recent developments (last 2 -3 years) from Australia that have gained traction and media attention as well as national and system curriculum documents influencing the teaching of reading. It will consider how professional associations, schools and universities might respond, lessons learned and lingering questions: Where is understanding and comprehension? What about the reading of multimodal texts? Why does critical literacy have to ‘wait’ until students learn all the sounds/ letter combinations? What about other literacy outcomes? How can we be proactive not reactive? How can other views be heard? Is there a middle ground?
The presenter describes how teachers, teacher educators and Professional associations, such as Australian Literacy Educators Association (ALEA)), have been attempting to have other voices and research-informed practice acknowledged through providing feedback and commentary during curriculum consultations, submitting feedback to national and state ministers on documents, being interviewed, submitting opinion pieces and providing professional learning. The nature of these efforts and their outcomes will be discussed.

Author

• Katina Zammit, Western Sydney University