Early foreign language literacy development requires systematic decoding instruction while sustaining learner engagement. Although phonics-based approaches effectively promote grapheme–phoneme correspondence and early word recognition, their implementation in Portuguese primary English as a Foreign Language (EFL) classrooms remains inconsistent and often disconnected from meaningful literacy experiences. This study reports on a 10-week action-research intervention involving 80 second-grade learners (aged seven) in Portugal, integrating explicit phonics instruction with authentic storybook read-alouds and multimodal reinforcement through interactive whiteboards. Data were collected through student questionnaires, classroom artefacts, field notes, and a semi-structured interview with the Head Teacher. Findings indicate measurable gains in decoding accuracy, reading comprehension, and written production, alongside heightened learner engagement. Notably, struggling readers demonstrated accelerated progress when phonics instruction followed contextualised narrative exposure.

Milestones in first (L1)- and second (L2)-language acquisition have long attracted scholarly attention. However, recent research (e.g., Mourão & Lourenço, 2015; Lucas, Rei & Albuquerque, 2021; Yum et al., 2021) has not consistently translated into classroom practice, particularly in Teaching English to Young Learners (TEYL) in Portuguese primary schools. Prior studies highlight a lack of uniformity in syllabus design and implementation, as well as the need for sustained professional development opportunities for teachers.

This study sought to bring together the “best of both worlds” by aligning research-informed practice with classroom-based evidence. Its purpose was to examine the effectiveness of combining read-aloud storybooks and their video adaptations with interactive whiteboard activities, anchored in a systematic phonics approach to support early reading and writing in English. The findings suggest that integrating engaging narrative contexts with explicit phonics instruction offers an effective strategy for nurturing foundational English literacy skills among young learners.