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Usborne Phonics Readers - 12 Book Set

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visits to secondary schools that were shown to be effectively supporting struggling readers, to speak to leaders, pupils and staff Schools should use assessment to help identify whether problems are related to word recognition, oral language comprehension or a combination of these. [footnote 20] This research explores how some secondary schools use different types of tests for different purposes. It focuses on how they use diagnostic assessments to identify specific areas of reading strength and weakness, and how they match additional help to pupils’ individual reading needs.

When I first joined the school I had to go out a couple of times and do some reading tests with teachers. I started to go into that [reading support] and it helps me a lot with my reading. I don’t stutter as much as I used to.’ As pupils’ reading improved, they gained confidence and became more motivated to engage with reading in class. Some of these pupils told us that reading had previously caused them stress and anxiety, but that the help they got for reading was improving their confidence and motivation to read. Teachers also described pupils being more willing to read aloud in class. Librarians also played an active role in supporting struggling readers. In 3 schools, librarians had access to data on struggling readers, such as reading ages, and helped pupils to find books that they might like and that were suitable for them. In 2 schools, librarians were responsible for online reading assessments. One librarian administered reading tests at the end of a paired reading scheme. Librarians used this information to find out what pupils were reading. In each of these schools, librarians were part of the way schools used data to monitor the progress of struggling readers and to recommend suitable books for them to read. Diagnostic assessments of reading can identify specific areas of strength and weakness, so that additional help can be targeted accurately. Used alongside reading ages, diagnostic testing provides more precise and nuanced assessments than reading ages. Rationale for the researchWe monitor through a combination of learning walks and lesson observations substantiated by data from interventions. Is your child easily distracted, so do you need fewer pictures? (Bob Books, Fun Tales, Primary Phonics) We sometimes have to put literacy over something else… This is controversial… but we’ve made the ethical judgement as a school that, in terms of access to the wider curriculum, they would benefit more from having that focus.

These schools recognised that although cross-curricular, school-wide initiatives improved reading, there were pupils who first needed specific teaching in phonics. Once pupils could read accurately, they were better able to access and benefit from what schools did to improve the reading of all pupils. In schools that get safeguarding right, leaders create a culture that safeguarding is “everyone’s business, all of the time”. In this school, leaders seem to have done the same with reading. Everyone we spoke to appeared to view teaching pupils to read – and to read well, with confidence and fluency – in this way. Identifying pupils’ reading gaps Word reading is the foundation for reading comprehension, which relies on a reader’s oral language abilities once they can recognise the words. [footnote 7] secondary school visits – to collect first-hand evidence from pupils, teachers and senior leaders about what schools do to help struggling readers Some schools also shared information on support strategies for individual pupils. This meant there was a consistent approach to how classroom teachers and support staff incorporated the learning from interventions with specialist teachers. Monitoring the impact of additional teaching and knowing what worksInspection evidence shows that schools frequently use reading ages as a measure of reading ability. Reading age assessments measure the gap between a pupil’s actual age and how well they should be reading for their age. Reading age assessments tell schools less than they might seem, because older pupils vary a lot in how they read. [footnote 21] Reading ages can show whether a pupil has a problem with reading, but not what that problem might be. They focus on comprehension and do not look at decoding and fluency, for example. I think once we’ve got our reading age where it’s supposed to be they just expect us to get it from there and keep it at that point. Leaders shared information about struggling readers with staff. Teachers and support staff knew which pupils were getting additional help, what aspects of reading they struggled with and what intervention they were receiving. They used this information in lesson planning. It also helped staff to create a consistent approach to teaching struggling readers.

The aim of this research was to illustrate what some secondary schools do to support struggling readers effectively. We did not want to measure the effectiveness of support, but instead wanted to develop an in-depth understanding of some common threads of good practice and high-quality provision that could be used in similar contexts. We therefore used a purposive sample of a small number of schools where a range of evidence indicated accelerated progress for readers who did not meet national standards on entry to Year 7. They may not be massively behind their chronological age with regards to their reading, but it could be their fluency and their confidence in reading. Sometimes we find they can read but it’s extremely slow so it’s about trying to improve the fluency of their reading. Note: Major conurbations include London, the West Midlands, West Yorkshire, Tyneside, Merseyside and Greater Manchester. Limitations The strengths of this programme being it is very diagnostic, so is absolutely bespoke for every pupil on it. First, your child will be taught the most straightforward letters and the sounds they make. For example, they will be taught that the letter ‘m’ represents an mmm sound and the letters ‘oa’ represent an oh sound.My favorite phonics-based book set are the Storybooks from Primary Phonics. I think I am nostalgic because I learned to read with these sweet little books! These books begin with sounds (m, n, r, f, s, l) that can each be voiced without a vowel sound. This makes them easier to blend with the vowel. It also introduces letter Aa as the first vowel sound, which is the case for all the Phonics Readers listed. At the beginning, your child will be sounding out: In contrast, other secondary schools are treating pupils as individuals and building up a complete picture of their barriers to reading. One HMI said:

The academy benchmarks its whole Year 7 cohort in the summer term when pupils visit the school during an induction week. They do a single-word spelling test, a comprehension test and a reading rate assessment. This process identifies the lowest attaining 30% of pupils for further diagnostic testing. Those who are reading 1.5 years behind their chronological age are considered to be struggling readers who will have difficulty accessing the curriculum.I am constantly being approached for advice. For example, the PE [physical education] department was thinking about displays and resources in the context of reading. After training they decided to make changes to resources in regard to reading. The maths [mathematics] department were thinking about wording questions, drawing attention to keywords, getting students to read them aloud. Sharing information about struggling readers The school uses a baseline standardised reading test to screen all new pupils. This gives each pupil a reading age, and identifies which pupils may need additional teaching. The school also tests all new pupils’ spelling and comprehension, and assesses foundational skills such as phonics, word recognition and fluency. All Year 7 pupils do a cognitive ability test in the first 2 weeks of the autumn term. The release of this report does not mean that we should let go of “sight words.” Certainly children need to know those too! The core of reading instruction should be based on phonics patterns and methods. Of course we, as adults, do not sound out the words we read; so our goal is for children to commit words to memory for both reading and spelling. But for beginning readers, it is most beneficial to sound it out. We also saw from inspection evidence that schools focused assessment and teaching on struggling readers at key stage 3. Schools assessed pupils’ reading in Year 7 and new starters in Years 8 and 9, but there was less evidence of this happening in key stage 4. This means that pupils who begin to struggle later, or new starters in key stage 4, might not receive targeted support. Introducing young children to the joy and wonder of books requires a systematic teaching of phonics. Synthetic phonics

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