Reading is a multi-strategy approach to understanding the written word. It is not simply the decoding of black marks on the page but involves the ability to read with understanding a wide range of different texts, including fiction, non-fiction, real world texts such as labels, captions, lists and environmental print. Competence in reading is the key to independent learning and therefore the teaching of reading should be given a high priority by all. Success in reading has a direct effect on progress in all areas of the curriculum and is crucial in developing children’s self esteem, confidence and motivation.
AIMS AND OBJECTIVES
WE BELIEVE CHILDREN WHO READ SUCCEED!
It is our aim to develop enthusiastic and confident readers who can understand a wide range of texts. Children will read for interest, information and enjoyment.
AT DOVECOT PRIMARY SCHOOL CHILDREN WILL:
- Have to opportunity to read for pleasure
- Develop the ability to read aloud fluently and with expression
- Develop the ability to read for meaning
- Develop the skills required for the critical reading of texts
- Be encouraged to read a wide range of fiction, poetry and non-fiction materials
- Be taught using a range of strategies including:
Phonic (sounding the letters and blending them together following Read, Write Inc scheme)
Visual (whole word recognition and analogy with known words)
Contextual (use of picture and background knowledge)
Grammatical (which words make sense)
- Be encouraged to listen attentively
- Gain awareness of the close links between reading and writing activities
Early Years and KS1 children bring home books which are related to their phonic level and group, these books can be decoded and children should be encouraged to 'Fred talk' the words if needed.
Once pupils have learned to read independently, they move onto the school’s 'Text-Based' curriculum. Each year group has carefully chosen quality core texts (including fiction and non-fiction texts) which act as the stimulus to teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.
Having engaging and challenging core texts allows pupils to develop a love literature and to read for enjoyment. Ensuring all pupils develop all the skills of language are essential not only in order to access the rest of the curriculum but also to participate fully as a member of society and ultimately impact on their future life chances.
Our Text-Based curriculum focuses on developing the pupils’ competencies and confidence in word reading and comprehension. Teaching pupils to decode and have speedy recognition of familiar words builds on their learning from the school’s teaching of early reading. Developing pupils’ comprehension skills happens through ensuring the pupils, over the course of a term, read widely across fiction and non-fiction texts. This allows pupils to increase their vocabulary because they encounter words they would rarely hear or use in everyday speech and to develop knowledge of the world in which they live in. In addition, reading tasks and carefully planned questioning helps develop the pupils’ ability to answer literal comprehension as well as being able to read for meaning and show an appreciation of reading.
HOW YOU CAN HELP FROM AN EARLY AGE...
Make sure that your child is familiar with language and books so that they can see how enjoyable reading is. Some of the things you can do include:
- Reading aloud to your child, talking about the words and pictures, and sharing ideas about the book
- Reading yourself: Children who see adults reading, and enjoying reading, are much more likely to want to read themselves
- Making sure your child is surrounded by books: You don't need hundreds of books at home, but make regular trips to the library or bookshop, not just to borrow books but to spend time together browsing and learning to make choices. In this way, reading becomes a habit.
Most importantly, talk to your child. Spend time with them, doing simple activities (cooking, making something, building a model). As you talk about what you’re doing, you are helping them to learn new words. Later, when they see words written down, they have already heard them and know what they mean.