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The development of reading: phonics & word recognition. P/T PGCE – Week 3 Listening to children read. A reminder. The Simple View of Reading (SVR). Rose (2006) Independent review of the teaching of early reading . London: DFES. Aims of the session.

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the development of reading phonics word recognition

The development of reading: phonics & word recognition

P/T PGCE – Week 3

Listening to children read

a reminder
A reminder

The Simple View of Reading (SVR)

Rose (2006) Independent review of the teaching of early reading. London: DFES

aims of the session
Aims of the session
  • Develop an understanding of how teachers nurture children’s phonemic awareness and phonic knowledge.
  • Understand how to assess children’s word recognition and comprehension using miscue analysis.
  • Consider current confidence in teaching systematic, synthetic phonics and set targets.
how schools teach reading
How schools teach reading?

Cracking the Code - Teachers TV

slide5

How do children develop as readers?

cueing strategies

comprehension: literal and inferential

phonemic awareness

grapheme phoneme correspondence

motivation

enjoyment

talking about books and reading

choices

experience of different genres

phonic knowledge

assessment tools
Assessment tools
  • Primary Language Record (CLPE)
  • First Steps (Reading)
  • National Curriculum level descriptors
  • Assessing Pupil Progress (APP)
  • http://nationalstrategies.standards.dcsf.gov.uk/node/151674?uc=force_uj
  • http://nationalstrategies.standards.dcsf.gov.uk/node/20683

Through: observations, reading conferences, running records or miscue analysis.

another way of assessing reading
Another way of assessing reading

Miscue analysis

  • Developed by Kenneth Goodman (1969) ‘a window on the reading process’
  • Aim is to identify the errors that children are making and therefore help them improve
  • Uses an unknown text
  • Should be of interest to them
  • If more than 1 in 10 miscues – too hard. If text is too easy – doesn’t work

Process

  • Between 150 – 300 words
  • Child reads through first, then retells or describes the story
  • Child reads the passage aloud and at the same time miscues are marked on a copy of the text
  • Discuss the text afterwards
what is a miscue
What is a miscue?
  • A cue is a signpost I use in order to work out a word.
  • Therefore a missed cue is when I don’t interpret the signpost correctly or I don’t even see it or I don’t know how to use it and then I used something else.
  • However, there are degrees of misinterpretation that may or may not affect the reading.
  • Miscues tell me where the child is in terms of the above.
types of errors
Types of errors
  • M –Meaning –Semantic Information
    • Example: gigantic = great
  • S –Structure –Grammatical Information
    • Example: I went to the shop = I went to the swimming
  • V –Visual –Grapho-phonic Information (this might be related to spelling or phonic knowledge).
    • Example: was = saw
    • Example: shop = sop

You need to use the above in your analysis tool and to refer to these terms in your assignment.

  • The text said:

A male whale is known as a bull.

types of errors1
Types of errors
  • M –Meaning –Semantic Information
  • S –Structure –Grammatical Information
  • V –Visual –Grapho-phonic Information
  • The text said:

A male whale is known as a bull.

for self study
For self study
  • Familiarise yourself with the PNS strands 7 & 8 which cover the objectives for text level work, including comprehension. Read the appendix 1 to the Rose Report which has the title The Simple View of Reading.
  • Read through the Early Reading Portfolio and consider the tasks you need to complete. Complete your current confidence on each of the areas.
  • Have a go at the Early Reading Audit (open now).
  • Visit the Early Reading section in School Resources and familiarise yourself with the range of schemes.
  • Read DfES (2005) Miscue Analysis – you are carrying out a miscue analysis on SE1 so familiarise yourself with the process.
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