Year R Reading Workshop Thursday 26th November 2015

Welcome and Outline Introduction 2 Workshops: Reading + Phonics Writing and developing pencil grip Supporting your child’s reading and Handbook for Learning

Reading and Writing English is Complex! There is not a one to one correspondence between speech sounds (phonemes) and how they are represented in writing (graphemes) In English there are 44 phonemes And 120+ graphemes! Excellent illustration of exactly how chn. have to make sense of many different conventions….starting to read is like a journey…chn. Need to have a good map.

Understanding Ourselves As Readers It is important to recognise that as competent and experienced readers we will read in a different way to children who are at the beginning of the reading journey. A fluent, mature reader will recognise word shapes and clusters of letters, as well as using the context, rather than needing to decode a word phonetically.

Aoccdrnig to rschaerch at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmortnt tihng is taht the frist and lsat ltteers are at the rghit pclae. The rset can be a ttoatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. It takes time and practice to become an unconciously competent reader. When you do become a competent reader, word recognition rather than phonic knowledge is the key!

Learning to Read Initially, we learn to read through a range of approaches: Making reading engaging, enjoyable and rewarding An understanding of the context Hypothesis testing! An understanding of phonics Lots of practice! Whole word recognition

Attitudes to Reading Across OECD countries, around two-thirds of students reported that they read for enjoyment on a daily basis. The percentage of students who reported that they read for enjoyment daily dropped in the majority of OECD countries between 2000 and 2009. Girls read more for enjoyment than boys and there is evidence that this gap in reading patterns widened between 2000 and 2009.

It is important to share the reading experience Reading for enjoyment every day is associated with better academic performance. Fifteen-year-old students whose parents often read books with them during their first year of primary school show markedly higher scores in PISA* 2009 than students whose parents read with them infrequently or not at all. *Programme for International Student Assessment - OECD

Becoming a Reader Being able to read is not sufficient. A measure of our success as teachers and parents is whether our children develop a real love of reading. Therefore, making the reading experience engaging, fun and enjoyable is essential.

you will be forever free.” “Once you learn to read, you will be forever free.” ~ Frederick Douglass