Phonics Instruction With a Culturally Responsive Twist: Three Approaches to Transforming Curriculum

Toppel, Katie

doi:10.1080/15210960.2012.673319

Cited by 3 publications

(2 citation statements)

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“…There are considerable financial gains for publishers of commercially produced phonics schemes, with many programmes costing up to AUD$2,000.00. Although commercial phonics programmes are presented as an ideal method for developing young children’s code-breaking skills, many programmes are not culturally sensitive and fail to provide the individualised instruction that children need (McIntyre et al., 2008; Topple, 2012). Commercial phonics programmes may offer preschool teachers a ready-to-use set of materials.…”

Section: Commercial Phonics Programmes In the Prior-to-school Yearsmentioning

confidence: 99%

Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices

Campbell

2018

Journal of Early Childhood Literacy

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Phonics continues to be one of the most controversial literacy instruction topics debated in the USA, the UK, Australia and New Zealand. Given the importance placed on phonics in early literacy learning and the role that teacher beliefs play in the types of code-related literacy children encounter, the purpose of this two phase mixed-methods study was to investigate the relationship between teachers’ reported play–literacy beliefs, their phonics practices and the reasons behind their decisions not to use commercial phonics programmes in the prior-to-school years. This mixed-methods study found there was a correlation related to teachers’ play-based, child-centred literacy beliefs, their reported holistic early literacy phonics practices and their decisions not to use commercial phonics programmes. Logistic regression analysis revealed a positive and significant relationship between early childhood teachers who stated that they would never consider using a commercial phonics programme and their reported belief that children learn letters and sounds incidentally. Thematic analysis of interview data found that the teachers interpreted phonics instruction as a method occurring as an isolated skill–drill activity and subsequently held strong views against heavily scripted commercial phonics programmes. The interview data also revealed a range of play-based and holistic phonics examples embedded through everyday classroom experiences over explicit systematic instruction reported. Early childhood teachers’ knowledge, experience and reported beliefs, together with a high level of confidence in addressing parental pressure to engage in formalised phonics lessons, were reasons behind their reported practices. This study has important implications for understanding the different types of phonics methods children encounter, teacher concerns over loss of play-based literacy learning and the continuing controversy between adult-directed phonics and child-initiated, play-literacy practices.

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Section: Commercial Phonics Programmes In the Prior-to-school Yearsmentioning

confidence: 99%

Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices

Campbell

2018

Journal of Early Childhood Literacy

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“…One of my favorite ways to collect information about my students is having each family create a personal alphabet that includes one word for each letter of the alphabet that has meaning to their child (Toppel, ). Since we spend a lot of time in kindergarten learning letters and their corresponding sounds, I like to ensure that students are hearing words they truly connect with, rather than simply hearing the words that are included in the phonics and phonemic awareness exercises in the core reading program.…”

Section: Caring For Studentsmentioning

confidence: 99%

Enhancing Core Reading Programs With Culturally Responsive Practices

Toppel¹

2015

The Reading Teacher

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The Call for Cultural Responsiveness: Teachers' Perceptions about the Interplay Between Culturally Responsive Instruction and Scripted Curricula

Toppel¹

2000

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The increased focus on the implementation of scientifically research-based instruction as an outcome of No Child Left Behind ("Understanding NCLB," 2007) has resulted in the widespread use of scripted reading curricula (Dewitz, Leahy, Jones, and Sullivan, 2010), which typically represents Eurocentric and middle class forms of discourse, knowledge, language, culture, and historical interpretations as academic knowledge (Howard, 2010;Delpit, 2012). In an era where the number of culturally and linguistically diverse students is increasing rapidly (Ginsberg, 2007), it is essential to consider that educational practices relying entirely on prefabricated content may require modification because, as recognized in the funds of knowledge theoretical framework (Veléz-Ibañez, 1988), all students bring a wealth of knowledge to the classroom that should be acknowledged, respected, valued and incorporated into instruction (Gonzalez, Moll, & Amanti, 2005). However, even if teachers are granted the time and permission to modify scripted content in order to build bridges between the prescribed lessons and students' lived experiences, doing so is not easily accomplished when the lives of educators are disconnected from their students (Baeder, 2010). This study investigated the behaviors and ideas teachers have developed as ways to connect with their culturally and linguistically diverse students and their families.Additionally, the study explored how teachers who implement scripted curricula describe the experience of creating culturally responsive lessons intended to specifically connect ii with their culturally and linguistically diverse students and to connect with students' funds of knowledge.This multiple case study describes how five teachers who implement scripted curricula reported their experiences of creating culturally responsive lessons for particular focal students. Findings are presented in individual case narratives followed by a crosscase synthesis. Findings suggest that teachers were able to carry out culturally responsive instructional practices while implementing scripted curricula; however, participants' CARE lessons did not represent Gay's (2010) ethnic and cultural diversity in curriculum content component of culturally responsive instruction. Additionally, findings indicate

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Phonics Instruction With a Culturally Responsive Twist: Three Approaches to Transforming Curriculum

Cited by 3 publications

References 1 publication

Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices

Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices

Enhancing Core Reading Programs With Culturally Responsive Practices

The Call for Cultural Responsiveness: Teachers' Perceptions about the Interplay Between Culturally Responsive Instruction and Scripted Curricula

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