Phonological Improvement Plan

The National inquiry into the Teaching of Literacy (Rowe report), Australian Report, and Teaching Reading Report has also stressed the importance of systematic teaching related to phonics and regarded it as a pivotal for providing skills to the students to read. For instance, the Australian Curriculum includes the phonics and phonological sequences of the Sounds Program and UK letters in the early stages of the children literacy program (K to Yr2) ("From Sounds to Spelling: A teaching sequence", n.d.). According to the Australian curriculum for early childhood, teachers should plan things in the context of improvement. There are four stages of this improvement plan, firstly identification of the student’s learning needs both at individual and

There will be children who have a good phonological awareness while there would be some who lacks understanding of the sound structure of language, hence, requiring an individual or group setting for establishing phonological awareness skills. Hence, through focused observation of all the students and their assessment, teachers can determine the needs of the children and what level of knowledge or support is required for them. The assessment of the knowledge of phonological awareness of the students and their individual needs should be based on their ability to play with different parts of the word, i.e., blending, segmenting, substituting, and deleting. This wordplay takes place at different stages of complexity, i.e., rhymes, syllables, sounds, or words. Therefore, by clearly demonstrating the children’s capability of performing this wordplay, different methods can be utilized for generating the phonological awareness amongst the students as per their individualistic needs and deficiencies. As phonological awareness is one of the strongest parameters of predicting the future reading success of the student, different approaches should be implemented to generate efficient awareness about it in the early childhood of the