Training teachers for phonics and early reading: developing research?informed practice

Background In England, instruction in systematic synthetic phonics is the first approach to teaching children read words. There little research exploring what makes successful training for despite evidence teachers' subject knowledge limited. a persisting problem of underachievement reading some regions mirrored United States and Australia. 2017–2018, Department Education (DfE) addressed poor outcomes these by funding 1-day events. We report on one model, developed delivered team academics, addressing issues specific an English context, but contributing internationally relevant insights into teacher training. Methods Research-informed ‘phonics roadshows’ early were devised 14 England with weak performance Year 1 screening check. Five hundred eighty-four practitioners attended from 379 schools. Participants provided feedback on-the-day written evaluations survey 1-year-on (100 responses). Local authority officials who interviewed about impacts roadshow (9 14). Qualitative data analysed using constructivist grounded theory approach. Results Quantitative indicated positive responses Teachers found day interesting, helpful likely impact their practice. analysis revealed need consistent school-wide approaches teaching; follow-up develop reading; developing ability assess children's progress phonic provide targeted interventions tackle under-attainment. concurred perceptions, differences between them regions. Conclusions in-service can have beneficial impact, must be closely partnered local needs, calibrated existing knowledge, ensure professionals feel empowered make sustainable changes improvements