Reading level 3b(23 Posts)
My son has always struggled with reading never enjoying it, we have tried loads of alternatives from reading to him, picture books and audio books. I feel all of these have paid off. Apparently his teacher is pleased with his progress, he has just finished year 3 with a reading level 3b. What I want to know is if this is an average result for a child of his age. I am anxious as his elder bother was an undiagnosed dyslexic until he went to college and he always hated reading. It sometimes feels like we are on the same path, I don't want to project my concerns onto my younger son but I don't want to miss anything too. So is this an ok result or should I push for help. Honestly my gut feeling is he is ok.
Can't remember tbh, but if I were you I'd be making an appt with the teacher in September to find out.
A 3b is fine at the end of yr 3, we would certainly consider it a "good" average!Do you recall his KS1 result? You could then see the progress being made-which is actually just as, if not more, important than the actual result.
Thank you it was a 2A and I can see that he has improved by taking the pressure off. I just wasn't sure how that stood him with the rest of the year 3's.
3B is fine for a child ending year 3.
Dyslexia is inherited, so if you have concerns it might be worth talking to his teacher or the SENCO about it. The earlier it is diagnosed the more likely it is to be overcome by adulthood and not affect learning so much.
The "expected" levels for a child in Y3 is 2A-3C so slightly above expectations
3B in year 3 is pretty good. Coming from a 2A in year 2 (and counting the fact that year 3 tends to be a "dip" year because the goalposts get moved between KS1 and KS2) - be really happy with it!
They tend to assume two sub-levels a year progress is "expected" (but obviously kids refuse to slot into nice neat blocks that advisors like) - so 2A - 3C - 3B is the two sub-levels.
OverMyDeadBody - if you have concerns it might be worth talking to his teacher or the SENCO about it. The earlier it is diagnosed the more likely it is to be overcome by adulthood and not affect learning so much.
Have you had any experience of talking to SENCO's about dyslexia? Normally it's a fruitless exercise....
As for a diagnosis helping - in what way? There is no cure, or special program for dyslexics - so getting it diagnosed means nothing.
Schools pretty much treat all kids who are struggling (and OP's child is definately not struggling in reading) the same way. With or without a dx. Either uniformly well - or uniformly badly. This whole notion that a dx of dyslexia will somehow help IME is very naive.
Fairly sure a dx of dyxlexia is neither needed to get extra time - nor implies you will get extra time.
A statement of special educational needs is not required for additional time in the SATs although a child with a statement automatically qualifies for 25% extra time.
schools need to apply in advance for additional time
If pupils meet three or more of the following criteria, they may be considered eligible for
up to 25 per cent additional time.
A1. Reading score (using a test of comprehension, single word reading or reading
rate, ie accuracy with speed) in the below average range for the pupils age
Below average refers to a standardised score of below 85.
A2. Pupils increase their reading comprehension age by nine months or more when
allowed 25 per cent additional time to complete a timed reading test, or there is
other evidence of slow reading speed.
Most pupils will complete a timed reading test in the time allowed. Pupils who
work very slowly may benefit from additional time to complete the test, and this
could be used as evidence in a request for additional time. Pupils should not be
told at the start of the test that additional time will be allowed as this may cause
them to slow down their work. In administering the test, provide pupils with two
different coloured pens and ask them to change pen at the start of the additional
time allowance. It is then possible to check how the additional time has been
used (for example, to continue answering, to proofread or check, or to complete
questions missed out).
Other specific evidence for example, some tests specifically test reading rate
(a combination of accuracy and speed).
A3. Free writing speed of 10 words or fewer per minute.
A recognised test of writing speed should be carried out or a pupil should be
asked to write for at least 10 minutes and the number of words written per
A4. A phonological processing speed that is in the low range or below average
range for the pupils age.
Low or below average refers to a standardised score of below 90.
A5. Significant discrepancy between cognitive ability and performance, shown by:
at least average verbal reasoning, non-verbal reasoning, or quantitative scores
alongside below average literacy scores (as per criterion A1). At least average here
refers to standardised scores of 90 or above, and below average to a standardised
score of below 85
a difference of 20 points or more between verbal and performance IQ
(performance IQ tests are usually administered by educational psychologists).
Pupils may be considered eligible for up to 25 per cent additional time if they meet one
of the following criteria:
B1. Pupils with limited fluency in the English language English as an additional
language (EAL) on level 1 (threshold or secure) or level 2 of the common scale
for assessment provided in A language in common.
These pupils would be working below the level of the English tests and should not
be entered for them. Additional time will not be granted for them. Additional time
will only be granted in mathematics for these pupils if they are working at the level
of these tests.
B2. An appropriate professional such as a doctor, educational psychologist,
physiotherapist, occupational therapist, qualified teacher of the visually impaired
or teacher of the deaf has made a recent recommendation for additional time
because of a physical disability or a medical condition or sensory impairment
that affects the pupils ability to access the tests. Please include the name of the
professional and the date of the report.
The recommendation must make clear why the condition affects the pupils ability
to work under timed conditions. Any relevant scores in the report should be
included. Recommendations that do not make it clear may be rejected.
For pupils who have specific learning difficulties, the recommendation must be
obtained no earlier than the start of the previous school year.
B3. Other exceptional circumstances.
There may be a very small number of pupils who genuinely need additional time to
complete a test but do not meet the above criteria. Appropriate evidence, including
details of how additional time will enable them to access the tests must be provided.
A diagnosis of dyslexia is no guarantee of a statement
In fact very, very, few people qualify for a statement because of dyslexia.
mrz - a child with a statement automatically qualifies for 25% extra time. Does it not depend on what the statement is for? Surely having a statement doesn't necessarily mean you will need more time in exams....
Pupils with a statement of special educational needs are permitted up to 25 per cent
additional time for written tests, at the schools discretion. Schools are not required
to request permission for additional time for pupils with a statement of special
My son who is 19 had a scribe for his GCSE's - I believe he is a un-diagnosed dyslexic. I didnt ask for the scribe - he was just given one. He thought this was more helpful then having extra time.
Thank you every one I will monitor it and make sure I let the new teacher in year 4 know my concerns. I guess he may never enjoy reading and if he keeping up with his peers then thats where he should be.
It might be he doesn't enjoy reading fiction. My younger brother would never ever be seen dead with his nose in a fiction book, but when he became fascinated with the military - he'd devour those "true-life" SAS type things by the bucketload.
Boys quite often like factual stuff - my Y4 lads were Guinness Book of Records obsessed for a good chunk of the year - sometimes it's just a matter of finding anything he'd read. (Also stuff on the computer never counts as reading in kids' minds :D )
3b is fine for Y3, but if he really struggles with reading I would suspect a difficulty with his phonic knowledge or comprehension . I would just check him with something like this 'nonsense word test'. If he struggles to read some of the words it would show that his phonic knowledge is not secure and he would need some filling in of the gaps! If his phonic knowledge is OK, does he have any problem with understanding what he is reading?
If you can eliminate problems with word attack (use of phonic knowledge to work out what a word 'says) and comprehension then it probably is uninteresting/uninspiring reading material that is the problem. But I would always check first that knowledge and skills are secure.
I'm very worried about my daughter's literacy skills. She is of at least high average intelligence, 11, Year6, reading age below 7. An application for Statutory Assessment has just been refused.We are about to move to Lewes, E. Sussex. Can I have faith in State Schools or do I have to go bankrupt to send her to a private special school? Any thoughts gratefully received.
Mitemum - this thread is over 2 years old, better to start your own thread x
If she were a pupil in the school where I teach we would be working very hard to improve her reading. What sort of level is her writing and maths?
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