Journal article
The Reading Teacher Balancing the Chalk and the Check: Teacher Autonomy Amid the Rise of Scripted Reading Programs
The Reading Teacher, Vol.80(2), pp.1-10
09/2026
Appears in Recent Faculty of Education Publications
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Abstract
Phonics is widely acknowledged in the research literature as an essential element of learning to read, but the effectiveness of various commercial programs for improving reading outcomes remains a subject of ongoing debate in research and the media. This study explores the delicate balance between teacher autonomy and scripted reading programs by surveying Australian elementary teachers' reported practices and perspectives regarding their teaching autonomy amid the use of commercial reading programs in their classrooms. Consideration is given to how teachers can be supported in developing their professional knowledge, judgment, and autonomy alongside the use of evidence-based practices for reading instruction in the early years of schooling.
Details
- Title
- The Reading Teacher Balancing the Chalk and the Check: Teacher Autonomy Amid the Rise of Scripted Reading Programs
- Creators
- Rachelle Naidu (Corresponding Author) - Southern Cross UniversityStacey Campbell (Author) - Southern Cross UniversitySue Walker (Author) - Southern Cross University
- Publication Details
- The Reading Teacher, Vol.80(2), pp.1-10
- Publisher
- Wiley
- Grant note
- Open access publishing facilitated by Southern Cross University, as part of the Wiley - Southern Cross University agreement via the Council of Australasian University Librarians.
- Identifiers
- 991013389652502368
- Copyright
- © 2026 The Author(s).
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article