From ‘Teechar’ to ‘Teacher’: The Evolution of Reading Instruction in Australian Classrooms

When I first started teaching ‘back when dinosaurs roamed the Earth’ (as I say to my students!), the ‘modern method’ for teaching how to read was Whole Language, where we labelled absolutely everything in the classroom – ‘chair’, ‘blackboard’, ‘door’ … even to the point where one day, a sneaky student managed to stick a post-it to my back that said ‘teechar’. Needless to say, this method wasn’t always successful! In recent years, there has been a significant shift in reading instruction methods, particularly in New South Wales and across Australia. Educators are moving away from this Whole Language approach, which dominated classrooms for decades, and returning to a focus on phonological knowledge and phonics-based instruction. This resurgence is supported by both current research and the new NSW English syllabus, which places a stronger emphasis on foundational literacy skills.

The Whole Language approach is based on the idea that reading should be taught as a natural process, similar to language acquisition, encouraging students to understand words in the context of sentences and stories, focusing on meaning rather than the mechanical decoding of words. Whilst I do love the way that this approach emphasises rich, engaging texts and fosters a love of reading, it could be argued that it overlooks the essential building blocks of literacy—namely, phonics.

Phonological knowledge refers to the awareness of the sound structure of language, including the ability to recognise and manipulate sounds in words. Phonics, a key component of this knowledge, involves teaching the relationships between sounds (phonemes) and their corresponding letters or letter groups (graphemes). Research has consistently shown that explicit phonics instruction is crucial for developing strong reading skills, particularly in the early years of schooling. Indeed, a growing body of evidence suggests that students who receive systematic phonics instruction are more likely to become proficient readers. This is especially important for students who struggle with reading, as phonics provides them with the tools to decode unfamiliar words and build their reading fluency.

Since 2023, NSW teachers in Stage 1 (Years K-2) have implemented a new English syllabus, which includes a stronger focus on phonological knowledge. This syllabus aligns with the national emphasis on evidence-based practices in literacy education. It mandates that students develop a solid understanding of letter-sound relationships, blending, segmenting and manipulating sounds as part of their reading instruction. The syllabus also integrates phonics with other key components of reading, such as comprehension and vocabulary development, ensuring a balanced approach to literacy. This change reflects a broader trend in education, as schools across Australia adopt more structured, explicit and systematic methods of teaching core skills.

The resurgence of phonological knowledge in reading instruction offers several benefits. Firstly, it provides a strong foundation for reading development, helping students to decode words accurately and fluently. This, in turn, supports comprehension, as students can focus on understanding the meaning of texts rather than struggling with word recognition. Explicit instruction in phonological knowledge can help to close the achievement gap for students who may be at risk of reading difficulties. By providing targeted support in the early years, we can ensure that all students have the opportunity to develop strong reading skills.

The return to phonics has been welcomed by many educators and parents, particularly those concerned about the reading proficiency of Australian students. The 2021 Progress in International Reading Literacy Study (PIRLS) highlighted a decline in reading achievement among Australian students, which further fuelled the debate over effective reading instruction methods. By incorporating phonological knowledge into the curriculum, the NSW English syllabus aims to address these concerns and improve literacy outcomes. Early reports from schools implementing the new syllabus indicate positive results, with students showing greater confidence and skill in reading.

Here at Oxley College Junior School, we use the Pre-Lit program in Pre-Kindergarten and theInitiaLit program from Kindergarten to Year 2 to teach reading (https://multilit.com/programs/initialit/). Developed by MultiLit, InitiaLit is a comprehensive literacy program that focuses on explicit instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension. The program is designed to be implemented in the early years of schooling, providing a strong foundation for reading development. InitiaLit has been praised for its evidence-based approach and its effectiveness in improving reading outcomes for all students, including those at risk of reading difficulties. This year, we have also used the MultiLit program Spell-Ex in Year 3 with great success, and plan to expand the use of Spell-Ex to include Year 4 in 2025.

The resurgence of phonological knowledge in reading instruction represents a significant shift in Australian education. As NSW schools embrace the new English syllabus, the focus on phonics plays a key role in improving literacy rates and ensuring that all students have the foundational skills they need to succeed. This change not only reflects a response to research and international trends but also a commitment to providing students with the best possible start in their educational journey. And if I ever find another post-it on my back, it’ll likely say ‘Teacher’ instead of ‘teechar’—and I’ll happily keep that label right there, knowing that I’m part of a team dedicated to giving our students the best possible start.

Warm regards

Alison Rasheed
Director of Curriculum P-6