SMH by Robyn Ewing December 1, 2020
It is unhelpful and inaccurate for some politicians and policymakers to continue to represent teacher educators, researchers and teachers who advocate a balanced approach to learning to read as being “at war” with phonics instruction, as we have seen this week in NSW. They do acknowledge phonics instruction as one of the important strategies in the process. Important but not sufficient.
Oversimplifying the learning to read process to promote a universal, singular and linear approach to helping children learn to read is misleading for parents and the community more broadly.
Every child is unique and brings their prior cultural and educational experiences along with their family backgrounds to the learning to read process. Learning to be literate does not just happen in classrooms.
Read the full article here.
Robyn Ewing is professor emerita at the Sydney School of Education and Social Work, University of Sydney.
