Supporting Reading Development

A Beginning Reader

• Cannot access print independently
• May not be aware that text = meaning
• Has favourites – wants to share and talk through known books
• will join in simple nursery rhymes
• Reacts and responds to illustrations
• Should know how to handle books
• Their reading relies on willingness to perform, interpret and invent

Older Readers who have limited experience of reading may;

• Build up a selection of books to return to again and again
• May not have developed strategies to lift words from the page i.e. sounding out

To Support Parents Can;

• Story / Reading routine – We ask all pupils to read for twenty minutes a day. The routine is still important even if not reading to a parent.
• Ensure the child has access to quality texts. These can be from school, a public library or home.
• Model enjoyment of reading, can be stories, newspapers etc (even if you have to fake it).
• Demonstrate reading for pleasure – this is particularly important for males as reading can be perceived as a ‘female’ activity.
• Provide opportunities for independent reading / re-enacting and responding.
• Provide regular opportunities to talk about what has been read to them.
• Include song lyrics, poetry, short stories, audio books and graphic novels in reading or discussions.
• Contextualise reading
• Play with word sounds, rhyming, linking words and word families
• Story boxes – take 5 objects and create a story that links them.
• Stay in contact with school – particular barriers – talk to the school library / English teachers if you think your child is struggling.
• Listen to the child read – relaxed and reflective encourage strengths.

An Early Reader

• Can tackle known and predictable texts with confidence but may need a lot of support with new ones
• With support they can reflect and repond personally to what they’ve read; making links to prior knowledge, experiences and popular culture
• Begin to evaluate books with reasons for likes/dislikes
• There is an important transition from dependence on memory to growing independence
• Familiarity with text gives support while focusing more directly on print

Older readers may;

• Have a narrow range of independent reading as they will be drawn to texts that do not pose significant challenge. However, may be able to read their own writing confidently
• May be over dependent on one strategy when reading aloud often reading word by word

To Support Parents Can;

• Foster positive attitudes by ensuring reading is a fundamental part of school and home routines
• Provide access to wide range of texts – through home, school or public libraries
• Choose shared texts that establish flow and build stamina
• Provide regular opportunities for children to discuss reading. Promote understanding by giving the opportunity to summarise texts
• Create a rich reading programme – Poetry, songs, newspapers, non-fiction etc
• Take part in reading aloud and responding to texts
• Establish an ethos of shared enjoyment
• Reading should be a relaxing experience: reflect on reading strategies – How did you crack reading? Is it something you still struggle with?
• Support in risk taking and reading aloud
• Model how to take risks – Don’t feel like your reading has to be perfect – everyone struggles!
• Make word collections: Families of words can help with reading and spelling. For example audience, audio, audible, auditorium
• Encourage child to read own writing and that of others

A Developing Reader

• Is gaining control of the reading process
• Is able to read simple texts independently
• Shows interest in growing range of material
• Can read suffixes and contractions and understand purpose
• Is starting to develop a more extensive vocab of sight words and fluency
• Uses varied sources of information to enable them to understand what they read
• Has improved fluency – so they understand more of what they are reading
• Evaluates books
• Will be using short books with simple narrative shapes and illustrations

To Support Parents Can;

• Continue with reading routines
• Discuss reading areas that reflect curriculum topics and interests
• Allow children to choose their own material
• Facilitate a range of reading experiences: paired reading, book clubs, reading aloud, sustained periods of quiet uninterupted independent reading
• Provide recommendations from adults and peers
• Continue to listen to your child read aloud
• Embed comprehensive and interpretation of texts by developing question skills and inference (include illustrations that give deeper meaning than is on the page) ideas as to character motivation, story structure and language
• Continue to model reading and supportive strategies
• Develop culture of reading. Does your child have friends who read? Could you read to them whenthey have friends round?
• Ensure their teacher’s knowledge of quality books is wide ranging
• Support children to view reading as a social activity. For example by listening to an audio book over dinner and then discussing it

A Moderately Fluent Reader

• Is engaging with reading
• Can read with confidence for more sustained periods of time
• Will blend returning to a familiar range of texts with beginning to explore new types of text independently
• Will be looking at larger units of words to help them decode effectively
• Will be reading more fluently
• Developing confidence in tackling new texts independently
• Is showing growing enthusiasm for a wider range of texts
• Will be starting to link new reading to their own experiences

Older readers may;

• Still need help with reading demands of a classroom
• Begin to take on more of the reading for themselves as their reading experiences increase

To Support Parents Can;

• Maintain a rich reading programme that will nurture a child’s experience of literature
• Continue to hone increasing competence and develop stamina
• Nurture skills of reflection and criticism through debate, book talk and book clubs groups
• Listen to audio books over dinner

Fluent Readers

• Approach texts with confidence but may still need support with unfamiliar materials
• Developing stamina as readers and are able to read for longer periods and cope with more demanding texts
• Can read silently and monitor their reading. They may still need support cues and guidance
• Children at this stage rely less on phonics and identify larger units (syllables). Increased fluency aids comprehension and allows them to self correct
• They are confident with familiar texts but may still need support with the reading demands of information texts or longer complex fiction
• Select books independently and can use information for reference purposes
• Show understanding through discussion and writing. They are receptive to views of others and engage in discussions about texts and their impact
• Begin to infer beyond the literal – thinking about what might be happening / how characters are feeling / whether what’s written could have implications / second meanings

To Support Parents Can;

• Establish a clear daily reading routine at home
• Support child to self select texts from a range of platforms to broaden and enrich their reading experience
• Books in series and collections of poems. Emphasise information and expression when reading aloud (doesn’t have to be voices)
• Collect lists of words child doesn’t understand – maybe a bookmark. Then go through with the child / ask teacher to

An Experienced Reader

• Makes choices from a wide range of material
• Is comfortable reading aloud and silently
• Is able to access a wide range of texts independently and at ease
• Is more able to cross check range of clues to assist in comprehension
• Can decode unknown vocabulary without impeding fluency
• Is developing strong references in authors and genres
• Can recommend books to others based on their reading preferences and giving reasons
• Will ask questions of the text to enhance understanding
• Is more able to appreciate nuances and subtleties
• Is able to read between the lines and make explicit connection with other reading and personal experiences

To Support Parents Can;

• Ensure access to wide range of texts
• Provide sustained periods of silent, uninterrupted reading daily
• Books groups can be set up to ensure engagement of fluent non-readers
• Create a reading environment – a corner / chair
• Provide opportunities for children to develop deeper responses to text and illustration through art, music, performance and drama
• Continue to discuss their reading with them – the discussions are as important as the reading

An Independent Reader

• Is self-motivated, confident and experienced and capable of tackling demanding texts
• Can read thoughtfully and appreciate shades of meaning
• Is capable of locating, retrieving and drawing on a variety of sources in order to research a topic
• Can distinguish between fact and opinion
• Is willing to take on more challenging texts
• Can make predictions on details stated and implied content
• with encouragement an independent reader becomes more critical of what they read and what writers have to say as well as beginning to notice the effect of writing on them
• Can comment on organisational structures and language
• Can express views formed from all reading. Explaining and justifying personal opinions and challenge alternative views

To Support Parents Can;

• Talk to their child about their reading
• Maintain a reading routine
• Provide opportunities for children to read beyond those that they self select i.e. make suggestions on what to read
• Demonstrate how to tackle demands of increasingly challenging material
• Engage child in debate and discussion and talk around character, themes and intent

A Mature Independent Reader

• Is enthusiastic and reflective with strong established tastes across a range of genre and reading materials
• Can handle a range of texts
• Can recognise that some texts require different styles of reading
• Can identify the effect of a text on the reader and some comment on how effect has been created
• Can identify themes and conventions demonstrating an understanding of their use
• Is able to evaluate evidence from a variety of information sources
• Is developing critical awareness as readers: analysing language, form and structure
• Is more able to question/admire aspects of content, form and function
• Can recognise prejudice
• Is extending their knowledge of ambiguity or irony

To Support Parents Can;

• Sustain and challenge children’s literacy tastes
• Inspire critical reflection
• Try and stay informed about children’s publishing – follow authors / publishers / librarians on twitter
• Encourage child to make comparisons between texts
• Nurture skills of reflection and criticism through discussion, debate, book talk and clubs
• Demonstrate that texts may be biased, inaccurate or inadequate
• Encourage child to log on to Infiniti – use features to explore reading choices