Global Perspectives on Literacy Instruction

This chapter explores the diverse educational policies and literacy programs across England, Ireland, Scotland, and Australia, focusing on the mandated approach to systematic synthetic phonics in England. It discusses the proliferation of validated programs and varying perceptions of literacy instruction, particularly in relation to assessment practices and their impact on teaching efficacy. Through contrasting the resistance and acceptance of structured programs among educators, the chapter emphasizes the necessity of evidence-based practices for enhancing student achievement in literacy.