Christine Smith Colette Ankers de Salis Georgina Gretton



This paper explores the extent to which student teachers, in their final year of a 3-year undergraduate programme teach phonics as part of an holistic reading programme linked to reading for meaning and for pleasure. It reports the results of surveys, lesson observations and interviews with a sample of students studying at one university in the Northwest of England.  Results reveal that student teachers, as opposed to their espoused views, do not always do this. Findings suggest the prevailing influence of school culture on the practices of student teachers and their emerging subject knowledge.