2021 Inquiry - Will increasing the amount of explicit phonics instruction in small-reading group time lead to better outcomes for my target students in reading and writing?
My target learners have been using the MOE decodable texts with success. There has been a shift in engagement with the text and ability to decode. I have noticed an improvement in the writing approximations that each of the learners use.
However, I have thought carefully about the 'remediation' feeling of these explicit phonics sessions when other reading groups are diving deep into texts. I decided to go back through my ALL (Accelerated Literacy Learing) readings to re-check the teaching strategies which promote acceleration NOT remediation! I found the following charts which reminded me of the importance of how students feel about their learning and how students actually learn depending on the focus.
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