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Walliman (2016) explains that “the research design provides a framework for the collection and analysis of data” (p. 37) and subsequently influences the most appropriate research methods. I ascribed to Law (2004), who argues that “methods, their rules, and even more methods not only describe but also help to produce the reality that they understand” (p. 5), with early reading perceived as a complex issue by many educationalists and researchers.
The mixed methods design comprises two phases: a quantitative phase followed up with qualitative (Creswell, Plano Clark et al., 2003). Phase 1 consisted of a survey in order to understand the experiences of a larger number of practitioners working with under-threes. This was followed by the second phase, which involved five qualitative interviews, two focus group workshops and Zine data in order to help to explain, elaborate and to refine the earlier quantitative results, as well as to explore the practitioners’ views and experiences in more depth (Creswell, 2005). The following charts illustrate the sequence of the data collection process, as well as the overall one:
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