Critical Analysis of a Child's Reading
Reading is an essential skill in modern society. Not only does it enable people to access information, it provides people with a great deal of pleasure. It is vital that primary schools equip children with effective strategies for reading as well as foster a desire to read that will stay with them throughout their lives.
This analysis of reading will firstly give a brief outline of the context of my school placement. It will analyse two pupils as readers and their strategies.
The school’s policy indicates that the context of teaching reading is very important - suggesting a variety of text styles. English & Williamson (2005) inform us that the introduction of the National Literacy Strategy (DfES 2001) broadened the range of texts children are introduced to at primary level. The school is superbly resourced, with thousands of books available to all pupils. Silent reading is also practised daily.
X Primary is a larger than average three-form entry primary school with 472 pupils. It’s in an area of average to high socio-economic status and the majority of pupils are from White British backgrounds with few pupils who speak English as an additional language. The number of pupils with learning difficulties is below average. (Ofsted 2010).
Below is an analysis of a child 's reading. I will focus on analysing the child 's mistakes in reading, called miscues (Hall, 2003) to gain information of the child as a reader.
Pupil A was chosen for assessment as he enjoys reading and is a strong reader. He has had several school moves due to family issues, and has received intervention and support throughout his time at Primary X due to his level of absence. He is eager to learn, and was keen to read for me.
The assessment involved analysing his word recognition and comprehension skills. This provides an opportunity to understand how Pupil A as a fairly fluent reader may process a text. The text which was read by Pupil A was chosen as it was unknown to him. It
This analysis of reading will firstly give a brief outline of the context of my school placement. It will analyse two pupils as readers and their strategies.
The school’s policy indicates that the context of teaching reading is very important - suggesting a variety of text styles. English & Williamson (2005) inform us that the introduction of the National Literacy Strategy (DfES 2001) broadened the range of texts children are introduced to at primary level. The school is superbly resourced, with thousands of books available to all pupils. Silent reading is also practised daily.
X Primary is a larger than average three-form entry primary school with 472 pupils. It’s in an area of average to high socio-economic status and the majority of pupils are from White British backgrounds with few pupils who speak English as an additional language. The number of pupils with learning difficulties is below average. (Ofsted 2010).
Below is an analysis of a child 's reading. I will focus on analysing the child 's mistakes in reading, called miscues (Hall, 2003) to gain information of the child as a reader.
Pupil A was chosen for assessment as he enjoys reading and is a strong reader. He has had several school moves due to family issues, and has received intervention and support throughout his time at Primary X due to his level of absence. He is eager to learn, and was keen to read for me.
The assessment involved analysing his word recognition and comprehension skills. This provides an opportunity to understand how Pupil A as a fairly fluent reader may process a text. The text which was read by Pupil A was chosen as it was unknown to him. It
References: Iversen, S. & Reeder, T. (1998) Organising for a Literacy Hour, London: Kingscourt Publishing. DfES. (2006) The Primary Framework for literacy and mathematics, London: Department for Education and Skills. DfES. (2006) The Primary Framework for literacy and mathematics: Core position papers underpinning the renewal of guidance for DfEE. (1999) The National Curriculum: Handbook for primary teachers in England, London: Department for Education and Employment.