Every Teacher A Teacher Of Reading a.c.wilson@exeter.ac.uk

1. Every Teacher A Teacher Of Reading a.c.wilson@exeter.ac.uk

2. Why we are here From January-May, 2012 schools and trainees in the University of Exeter Partnership took part in two action research projects on the topic of teaching phonics and early reading. These took place in the Kingsbridge and Oldway Teaching School alliances.

3. The Kingsbridge group looked at: • literacy environments • working with parents • using role play • the use of systematic synthetic phonics to make a difference to children requiring support in their literacy skills.

4. The Oldway group looked at: • whole school development of teaching phonics and reading in the following areas: • using a phonic approach in secondary school education; • comprehension at Key Stage 2; • overcoming barriers to pupil learning; • and immersion in phonics for the very youngest learners.

5. + Good word recognition, good language comprehension Good language comprehension, poor word recognition Word recognition - + Poor word recognition, poor language comprehension Good word recognition, poor language comprehension - Language comprehension

6. PIRLS Findings (2011) Progress in International Reading Literacy Study Scores for England • ‘Significantly higher’ than 2006 • The best readers were among the best in the world but there was a greater proportion of weaker readers than in many other high achieving countries • Pupils’ attitudes to reading were less positive in England than the average internationally

7. PIRLS (2011) • Of the higher achieving countries, only two showed a greater improvement between 2006 and 2011 • The highest attaining pupils were among the best readers in the survey, but the lower attaining pupils did less well than the weakest readers in other high scoring countries. No change since PIRLS 2001 and 2006 • On the processes of reading comprehension scales, pupils in England scored higher on the interpreting, integrating and evaluating scale, than on the retrieving and straightforward inferencing scale.

8. Slow Reader I – am – in – the – slow read – ers’ - group – my – broth er – is – in – the – foot ball – team – my – sis – ter is – a – ser – ver – my lit – tle – broth – er – was a – wise – man – in – the in -fants’ - Christ – mas – play I – am – in – the – slow read – ers’ – group – that – is all – I – am – in – I hate – it. Allan Ahlberg from Please, Mrs Butler

9. Some Useful Websites • Primary English Scoop.it page • Michael Rosen’s Reading Revolution • National Reading Panel Report: Practical Advice for Teachers • PIRLS 2011: Reading Achievement in England • Ofsted phonics and reading videos