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Discursive Constructions of a 'Literacy Crisis' in Australian Newspaper Editorials

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Title: Discursive Constructions of a 'Literacy Crisis' in Australian Newspaper Editorials
Language: English
Authors: Hyejeong Ahn (ORCID 0000-0003-2121-7658), Helen Cozmescu (ORCID 0000-0002-2472-7066), Marc Yi Fei Yeo (ORCID 0009-0002-7556-425X?lang=en)
Source: Education Policy Analysis Archives. 2025 33(75).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Newspapers, News Media, Literacy, Reading Difficulties, Politics of Education, Reading Instruction, Teaching Methods, Phonics, Discourse Analysis, Language Usage, Beginning Reading, Mass Media Role, Literacy Education
Geographic Terms: Australia
ISSN: 1068-2341
Abstract: This study examines the narratives of a "reading crisis" surrounding early literacy instruction in Victoria, Australia, by analysing newspaper editorials from The Age newspaper, amid the ongoing "reading wars" and debates over approaches to teaching reading, particularly between synthetic phonics and balanced literacy. Using Fairclough's (1989) three-dimensional model of critical discourse analysis (CDA) and Halliday's (1994) systemic functional linguistics (SFL), the paper investigates the media's linguistic strategies in three 2023 editorials that critique specific aspects of early reading instruction, focusing on how the balanced literacy approach to teaching reading is portrayed in relation to synthetic phonics. It examines public responses to these editorials, illustrating the media's role in shaping engagement with educational discourse and the complexities of literacy instruction, which go beyond a simplistic preference for either approach. By examining the interaction between discourses about literacy instruction in media portrayals and public reception of these discourses, this paper reveals how crisis narratives around literacy instruction are discursively constructed and how they influence public perceptions and, potentially, educational policies on early literacy education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489125
Database: ERIC
FullText Text:
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  Data: Discursive Constructions of a 'Literacy Crisis' in Australian Newspaper Editorials
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  Data: <searchLink fieldCode="AR" term="%22Hyejeong+Ahn%22">Hyejeong Ahn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2121-7658">0000-0003-2121-7658</externalLink>)<br /><searchLink fieldCode="AR" term="%22Helen+Cozmescu%22">Helen Cozmescu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2472-7066">0000-0002-2472-7066</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marc+Yi+Fei+Yeo%22">Marc Yi Fei Yeo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-7556-425X?lang=en">0009-0002-7556-425X?lang=en</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Policy+Analysis+Archives%22"><i>Education Policy Analysis Archives</i></searchLink>. 2025 33(75).
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  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Newspapers%22">Newspapers</searchLink><br /><searchLink fieldCode="DE" term="%22News+Media%22">News Media</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Mass+Media+Role%22">Mass Media Role</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 1068-2341
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  Data: This study examines the narratives of a "reading crisis" surrounding early literacy instruction in Victoria, Australia, by analysing newspaper editorials from The Age newspaper, amid the ongoing "reading wars" and debates over approaches to teaching reading, particularly between synthetic phonics and balanced literacy. Using Fairclough's (1989) three-dimensional model of critical discourse analysis (CDA) and Halliday's (1994) systemic functional linguistics (SFL), the paper investigates the media's linguistic strategies in three 2023 editorials that critique specific aspects of early reading instruction, focusing on how the balanced literacy approach to teaching reading is portrayed in relation to synthetic phonics. It examines public responses to these editorials, illustrating the media's role in shaping engagement with educational discourse and the complexities of literacy instruction, which go beyond a simplistic preference for either approach. By examining the interaction between discourses about literacy instruction in media portrayals and public reception of these discourses, this paper reveals how crisis narratives around literacy instruction are discursively constructed and how they influence public perceptions and, potentially, educational policies on early literacy education.
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 23
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Newspapers
        Type: general
      – SubjectFull: News Media
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Reading Difficulties
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      – SubjectFull: Politics of Education
        Type: general
      – SubjectFull: Reading Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Beginning Reading
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      – SubjectFull: Mass Media Role
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      – SubjectFull: Literacy Education
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      – SubjectFull: Australia
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      – TitleFull: Discursive Constructions of a 'Literacy Crisis' in Australian Newspaper Editorials
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