Support program for the learning difficulty on READING DIFFICULTIES
Recent emphasis in primary schools has been on summative assessment through use of standardised tests, at the expense of formative assessments which inform teaching and learning.
Formative reading assessments Teachers need formative assessments which help them to assess children’s reading in a wide range of contexts and provide the basis for teaching and learning. A range of reading records might include: (Barrs, Ellis, Hester and Thomas, 1990).
- reading record sheets for individual children to which both teachers and TAs/LSAs contribute
- reading samples where teachers make notes about an in depth reading against a schedule
- Running Record or Miscue analysis where children’s use of reading cues and strategies is analysed
- use of more finely grained criteria for monitoring progress eg P Levels or CLPE Reading Scales
- list of books read
- ways of reflecting the views of children and parents
Reading records can include conferences with the child and the child’s own comments. For reluctant readers records might also include reading journals where children are invited to write and draw about their reading. There can also be notes on discussions or conferences with parents as well as home/school reading logs where parents are invited to write regular notes about reading with their child.
Strategies used when reading the text aloud:- drawing on previous experience
- using book language
- reading the pictures
- using tunes and patterns of text
- using analogy
- predicting
- self-correcting
The Running Record, developed originally by Marie Clay as part of the Reading Recovery Programme, is used with children who are at the earlier stages of reading and can be used with a known or partly known text. Miscue Analysis, developed by Kenneth Goodman, is similar procedure and is used with children who have begun to read, with an unknown text
The procedures allow the teacher to:
- analyse children’s errors as they read
- focus on specific needs by identifying what cueing systems, strategies and skills the child is using
- choose books which are appropriate for a child
- Discuss the text which helps the teacher to form judgements about what has been understood.
- The teacher marks the script of the text – on a typed version of the text or a simple photocopy, using a marking system to denote omissions, insertions, substitutions etc. The reading and text marking are followed by a discussion about the text
ActivityTape record a child reading a text which is at the child’s level ie the child is mostly able to sustain the reading, but makes some errors. This should include talking through the text beforehand with the child (Running Record) or giving the child an opportunity to read through the text beforehand (Miscue Analysis). To type out or photocopy the texts, to download marking symbols, listen to the tapes in pairs and mark the text with the child’s errors and be able to discuss what the errors tell them about the child as a reader.
References
Barrs, M., Ellis, S., Hester, H. and Thomas, A. (1990) The Primary Language Record Handbook, CLPE
Centre for Literacy in Primary Education www.clpe.co.uk/researchandprojects/research_06.html
QCA Planning, teaching and assessing the curriculum for pupils with learning difficulties
http://www.nc.uk.net/ld/En_perf.html See this for P Levels
Reading A-Z.com http://www.readinga-z.com/newfiles/levels/runrecord/runrec.html
Tarwater Elementary School teacher guidance
http://ww2.chandler.k12.az.us/tarwater-elementary/teacherresource/Running%20Records.htm
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