The development of reading: phonics & word recognition P/T PGCE – Week 3 Listening to children read

A reminder The Simple View of Reading (SVR) Rose (2006) Independent review of the teaching of early reading. London: DFES

Aims of the session Develop an understanding of how teachers nurture children’s phonemic awareness and phonic knowledge. Understand how to assess children’s word recognition and comprehension using miscue analysis. Consider current confidence in teaching systematic, synthetic phonics and set targets.

How schools teach reading? Cracking the Code - Teachers TV

phonemic awareness phonic knowledge grapheme phoneme correspondence cueing strategies comprehension: literal and inferential motivation enjoyment choices experience of different genres talking about books and reading How do children develop as readers?

Assessment tools Primary Language Record (CLPE) First Steps (Reading) National Curriculum level descriptors Assessing Pupil Progress (APP) ?uc=force_uj ?uc=force_uj Through: observations, reading conferences, running records or miscue analysis.

Another way of assessing reading Miscue analysis Developed by Kenneth Goodman (1969) ‘a window on the reading process’ Aim is to identify the errors that children are making and therefore help them improve Uses an unknown text Should be of interest to them If more than 1 in 10 miscues – too hard. If text is too easy – doesn’t work Process Between 150 – 300 words Child reads through first, then retells or describes the story Child reads the passage aloud and at the same time miscues are marked on a copy of the text Discuss the text afterwards

What is a miscue? A cue is a signpost I use in order to work out a word. Therefore a missed cue is when I don’t interpret the signpost correctly or I don’t even see it or I don’t know how to use it and then I used something else. However, there are degrees of misinterpretation that may or may not affect the reading. Miscues tell me where the child is in terms of the above.

Types of errors M –Meaning –Semantic Information Example: gigantic = great S –Structure –Grammatical Information Example: I went to the shop = I went to the swimming V –Visual –Grapho-phonic Information (this might be related to spelling or phonic knowledge). Example: was = saw Example: shop = sop You need to use the above in your analysis tool and to refer to these terms in your assignment. The text said: A male whale is known as a bull.

Types of errors M –Meaning –Semantic Information S –Structure –Grammatical Information V –Visual –Grapho-phonic Information The text said: A male whale is known as a bull.

A male whale is known as a bull

The coding symbols Substitution – word substituted is written above the corresponding word in text Self-correction – miscue is written above the word in text and © is put next to it Repetition – words repeated are underlined. Double underlining – said twice Omission – word omitted is circled in the text Insertion – inserted word is written above with insertion mark Reversal – words reversed are marked with a continuous line Hesitation – oblique stroke is marked before the word paused at Long pause, teacher gives help – word given is written above the text and marked with a (T)

For self study Familiarise yourself with the PNS strands 7 & 8 which cover the objectives for text level work, including comprehension. Read the appendix 1 to the Rose Report which has the title The Simple View of Reading. Read through the Early Reading Portfolio and consider the tasks you need to complete. Complete your current confidence on each of the areas. Have a go at the Early Reading Audit (open now). Visit the Early Reading section in School Resources and familiarise yourself with the range of schemes. Read DfES (2005) Miscue Analysis – you are carrying out a miscue analysis on SE1 so familiarise yourself with the process.