Perceptions and Practices: What Drives Literacy Instruction?

Abstract

Literacy is a multifaceted skill which is highly valued in modern society. It is considered a fundamental life skill which influences academic, social and vocational prospects, earning potential and causes long term psychosocial difficulties such as low self-esteem and vulnerability to antisocial behaviour. Evidence suggests that literacy outcomes for many Australian children remains poor, highlighting the need for the establishment of high quality literacy intervention teams within the school environment. This thesis explores the factors impacting on literacy development and teaching practices and is able to provide specific recommendations for moving forward in building successful partnerships to improve literacy outcomes. The two qualitative studies were conducted using a focus group methodology. Study 1 investigated skills that underpin literacy, barriers to facilitating language and literacy and teacher confidence in literacy instruction. Study 2 explored drivers of change in literacy instruction and how teachers respond to these changes. The results showed that teachers and speech-language pathologists have similar perceptions about the highly complex nature of literacy development. The findings for Study 1 suggested that to improve children’s literacy outcomes it is essential that teachers and speech-language pathologists have a collaborative understanding of literacy and how to best facilitate communication and literacy outcomes. Study 2 indicated that literacy is a dynamic process, and is constantly changing and evolving in response to evidence based research. Study 2 discusses the tensions which are created by forces driving change. Speech-language pathologists must have a clear understanding of this complex process and environment in order to further develop better partnerships with teachers before being able to provide a quality literacy service that is functional, effective and sustainable.