Developing Reading Skills. It is important that we explore and facilitate ways to foster a love of books. But what does this mean to some of our learners.
It is important that we explore and facilitate ways to foster a love of books. But what does this mean to some of our learners...
Research shows the knock-on effects of literacy skills and how they can affect health, income, employment and even housing in adult life, yet may children are not getting the start they need. One in 10 is never read a bedtime story, according to a recent study by a charity Booktrust and half of children rarely discuss reading at home – cited by Jenny McKibbenwww.surestart.gov.ukMarch 2008.
So how can we as secondary school teachers promote
reading for enjoyment, the strategies required for real
life reading and encourage ‘Family Reading’ ...
Ask the student to:
Teachers often say that in a busy classroom it is not possible to give individual help to just one student. In this case, the key must be to teach in a way that enables all students to learn.
This could include the following...
Chunk’ reading tasks, simplify language used and confirm understanding – ‘think, pair and share’
because s/he has to work extra hard to try
to keep up!
5. The level of intervention required to improve individual students literacy skills is then discussed with the students and their parents
6. Examples – home to school spelling pack / age appropriate reading book and discussion sheet / withdrawal from modern foreign languages / morning booster groups / phonics group / family literacy
7. Target areas are then recorded on to an Individual Education Plan
8. The student’s progress is then reviewed and assessed as part of the annual SEN audit – speaking & listening, reading and writing (criteria examples included in pack)
9. At the beginning of year 9 (every 2 years thereafter) – testing for exam access arrangements
In 2006, The Independent Review of the teaching of early reading, the Early Years Foundation Stage and the Primary National Strategy recommended systematic, ‘high quality phonic work’ as the prime means for teaching beginner readers to learn to read.Direct Phonics ProgrammeJo Wilson and Rea Reason www.directphonics.co.ukRoom 1258.45-9.15
Rapid Revision Procedure
A further 3 basic activities are followed which include the students using their work pack and individual white board to write the words/blends and sentences from dictation.