Beyond the phonics debate: Blending code and context in classroom reading instruction

Abstract This mixed‐methods study adds to the body of knowledge around current reported practices of teachers of reading in the early years of schooling in Australia. It provides a comprehensive analysis of 254 teachers' practices and perspectives as reported by the study participants. The study found that teachers reported using a variety of instructional approaches to reading instruction, including both decontextualised, synthetic phonics approaches and contextualised, analytic phonics approaches. While emphasising the importance of phonics instruction for beginning readers, many teachers also discussed incorporating activities to support comprehension, including shared reading. Overall, the study provides rich insights into the current reality of code‐based reading instruction in early primary classrooms in Australia, explored through the lens of teachers, and identifies implications for practice and research in this field. Most importantly, the study provides a platform for foregrounding teachers' voices in policy decisions that influence educational outcomes and classroom practices.