Smarter Schools approach to teaching beginning reading and spelling

Abstract

Clusters of Catholic and independent schools in Tasmania identified an integrated and structured strategy to use when teaching phonics and phonemic awareness to K–2 students. This strategy supported the acquisition of reading and spelling skills and was fully compatible with the early years curriculums in their schools.

The participating schools identified the commitment to one strategy for teaching phonics – by all schools, teachers and administrators – as the key to their success in improving students' results.

Strategy

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