ABSTRACT
The aim of the chapter is to explore contextualised phonics teaching at three different levels. The first level is an illustrative example which uses a short extract of children talking about text. This analysis enables some key features of contextualised phonics teaching to be identified. The second level is an analysis of a selection of experimental trials which investigated effective phonics teaching. Here an analysis of the pedagogy employed in the selection is considered. The third level is an analysis of literacy policy and its implementation, a vital component in efforts to improve reading teaching. This final section of the chapter explores contextualised phonics teaching at policy level by focusing on the National Literacy Strategy in England as a significant case internationally.
