Understanding literacy Approaches in our Education System: A guide (Part 2)
Does the literacy approach matter?
The choice of literacy approaches holds significance as they impact students’ reading and writing skills differently. A typical developing student can still master literacy using a Whole Language Approach (WLA), however evidence-based methods, backed by research, are more likely to foster positive literacy development outcomes. Since students’ needs vary, effective literacy approaches should be tailored to address these individual needs rather than expecting uniform progress with the curriculum.
For instance, if a student struggles with blending sounds to form words, they require additional practice in that specific area. The importance of literacy approaches extends to ensuring students establish strong foundational skills; otherwise, they risk falling behind, which can adversely affect both their learning progress and attitudes towards learning. While there may be slight variations between programs, as long as there is adherence to a Systematic Synthetic Phonics (SSP) approach, the differences are unlikely to be significant.
Providing evidence-based literacy approaches is crucial for children with specific learning impairments (e.g. dyslexia), intellectual disabilities, and other neurodivergent conditions. These children often face unique challenges that can impact their ability to acquire literacy skills. By implementing evidence-based approaches, educators and specialists can tailor instruction to meet the individual needs of these children and maximise their potential for success.
When does it stop mattering which approach is used?
Once your child has developed the ability to read and write proficiently and actively participate in the learning curriculum, they have achieved the goals of literacy acquisition. At this point, they will transition from the stage of ‘learning to read and write’ to ‘reading and writing to learn.’ While this transition typically occurs around grade 4, it begins earlier and extends beyond this grade level.
How does this relate to the Victorian State curriculum?
Schools are mandated to follow the Victorian State Curriculum, yet the implementation of this curriculum can vary significantly. The Department of Education provides a list of recommendations on initiatives and programs. Among the recommended approaches and gaining increasing popularity is the ‘Science of Reading’ approach, which incorporates Systematic Synthetic Phonics (SSP) teachings. The approach encompasses five critical sub-skills: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Another factor to take into account when discussing literacy skills is the shift from the phase of “learning to read” to that of “reading to learn.”
“In grades K–3, children are in the process of learning to read, while in grades 4–12, they transition to reading to learn” (Chall, Jacobs, & Baldwin, 1990; Chall and Jacobs, 2003). However, it’s crucial to recognise that this transition isn’t strictly delineated. Children continue to develop their reading skills beyond Grade 4, and they also utilise reading as a means of learning before reaching this grade level. This research underscores the importance of establishing a strong literacy foundation to empower children as independent learners amidst this evolving learning process.
What to ask your primary school about literacy approaches
If you’re unsure about the literacy approach used at your school, it’s advisable to ask your teacher. If they cannot provide a clear answer, consider reaching out to the learning coordinator or the school’s leadership team for clarification. If terms like “synthetic phonics” or “phonological awareness” are mentioned in the response, your school is likely following a more evidence-based approach.
The role of Speech Pathology in literacy
Speech Pathologists (SP) are adept at assessing and addressing literacy concerns focusing on phonological and phonemic awareness skills essential for literacy. Speech Pathologists offer targeted interventions that prioritise these foundational elements. Their scope also extends to reading fluency, vocabulary, language, reading comprehension, meta-cognitive strategies and written language skills such as grammar, sentence structure, and organisation.
By addressing these areas comprehensively, Speech Pathologists help individuals develop well-rounded literacy skills that are crucial for academic success and lifelong learning.
Speech Pathologists base their interventions on a foundation of research, ensuring that their approaches are evidence-based and effective. Speech Pathologists have also played a significant role in literacy research, contributing to the body of knowledge on effective literacy interventions and advocating for evidence-based practices. In particular, Speech Pathologists have advocated for the Systematic Synthetic Phonics (SSP) approaches to be taught in schools, which emphasises systematic instruction in letter-sound correspondences and phonics rules. Speech Pathologists caution against the inefficacies of programs like Reading Recovery (RR) and Whole Language Approach (WLA).
By staying informed about the latest research and best practices in literacy instruction, Speech Pathologists ensure that they can provide high-quality, evidence-based interventions that meet the needs of their clients and promote literacy success.
Conclusion
The journey through literacy education is multifaceted, with various approaches offering different paths to the same goal: proficient reading and writing skills.
As we continue to rely on robust research and evidence-based practices, it becomes clear that a deep understanding of phonological awareness skills and structured instruction plays a vital role in developing strong literacy foundations. For parents and educators alike, staying informed about these methodologies and their implementation within curricula like Victoria’s is crucial for supporting our children’s literacy development.
This blog was initially written for Melbourne Schools: https://melbourneschools.com.au/blog/
