Abstract New Zealand’s approach to literacy instruction is predominantly whole language. Explicit code-orientated literacy instruction is not favoured, however, most teachers are believed to include phonics in their literacy lessons. No study has been reported on phonics use in New Zealand schools. Survey responses on the use of phonics instruction from 666 primary school teachers were analysed. We also assessed knowledge of the basic language constructs related to early reading success with 55 teachers participating in a professional development program on literacy teaching. A word identification prompt task based on six common word error scenarios experienced by beginning readers was also administered. Results of the phonics survey revealed that 90% of teachers indicated they used phonics in their literacy instruction. Knowledge of basic language constructs was variable: phonological and phonemic knowledge were generally good, but understanding of phonic and morphological constructs was relatively weak. Only 40% of initial word identification prompts were focussed on word-level information; the remainder (60%) were based on context or were non-specific. The implications of these findings for beginning readers are discussed.

中文翻译：

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教师使用语音、语言结构知识以及与初学者相关的首选单词识别提示

摘要 新西兰的扫盲教学方法主要是全语言。明确的以代码为导向的识字教学不受青睐，但是，据信大多数教师在他们的识字课中包括语音。没有关于新西兰学校语音学使用的研究报告。对 666 名小学教师使用语音教学的调查反馈进行了分析。我们还评估了与早期阅读成功相关的基本语言结构的知识，其中有 55 名教师参与了扫盲教学的专业发展计划。还管理了基于初级读者所经历的六个常见单词错误场景的单词识别提示任务。语音学调查结果显示，90% 的教师表示他们在识字教学中使用了语音学。基本语言结构的知识是可变的：语音和音素知识一般都很好，但对语音和形态结构的理解相对较弱。只有 40% 的初始词识别提示侧重于词级信息；其余 (60%) 是基于上下文或非特定的。讨论了这些发现对初级读者的影响。