To think there is no point in this?

[Thisuserhasblockedyou]

Both dcs have reading record books to write in their progress every week. The youngest (5) is totally not interested in reading herself so I constantly write in she only read x word ( the only one she can read). The other is the total opposite and was a free reader mid yr1. Every time I write in he's read and understood the book really well. What is the point in me repeating this every single week with different books as the header. Am I being missing something here? What else can i put in? Aibu
to not fill them out?

YANBU
I have the dubious pleasure of being DM to the best and worst readers in the class.

There really aren't 1000 (200 school days from YR to Y4) different ways of writing

"DD1 still hasn't a clue how to read"
and "DD2 read beautifully and with expression"

By the time, A few weeks before Y6 SATs, school finally decided DD1 was dyslexic. She had finally learned to read.

Sadly by Y6 we didn't have reading records so I never did get to write "DD1 read nicely today"

I write some chatty stuff about which bit of the story DS particularly liked, any words he had trouble with, etc. A bit of thanks for a well-received book doesn't go amiss, either.

You could write about books you've shared together eg 'I read the story of the gingerbread man and DD joined in with 'run, run, as fast as you can...' Or 'DD turned the pages carefully as I read her bedtime story'. Or 'DD answered some questions about the story' or 'DD laughed when Kipper got wet'. Anything that shows she is learning about how books work, reading is so much more than looking at a word and saying it.

Funny enough my youngest has much better comprehension of the story even though she can't read than her brother at that age who was an avid reader back then.
I can't believe it took them to yr6 till dyslexia was diagnosed. I sometimes think mine has it but then she only just turned 5 a couple of months ago.
Anyone has a clue when these books stop?

I guess it depends on the school. Ours uses reading records until year 6. However once the child is at a decent standard of reading, we allow the child to record book title and page they've read up to, and a member of staff will ask questions about the book before the child can change it (to make sure that the child a) has read the book and b) understood it).

My daughter refuses to read the school books at home. Having taken until mid y2 to read fluently (problems with eyesight in y1 and once fixed, problem with attitude in y2) she has now decided school books are so last year and is now in the middle of the rainbow fairies series, and refuses to read aloud. I just write the name of the book she is reading at home, and the pages read from and to in her reading record. I can't say I blame her, the sch

I wouldn't blame you/her either. In fact we positively encourage children to read more than the school reading schemes, as well as taking reading books home we have an in school library, and the children take a book home every week (assuming they bring the previous one back of course)- not all our families are willing or able to buy books (even second hand), or make the journey into town to the council library.

School reading schemes are more to teach children to read/allow them to read books at their current decoding level so they can develop comprehension skills, rather than to develop a love of reading. Once a child can read they should be encouraged to explore different genres and find something that they enjoy reading.

We use the diary that is handed out to parents to see who is reading regularly at home and who isn't getting the opportunity to do so. As long as you put the date, the name of the book and signed it that's all it needs.

Most parents don't write anything, some just put well read and others use it to say if they are enjoying the book or finding it too difficult.

I wouldn't mind filling the things in so much if I'd actually get some acknowledgment from the staff that they'd read my comments.dd reads a wide variety of non school books that I've dutifully written down but not so much as a tick of an acknowledgment

I couldn't believe it either. She ticks every point on the standard dyslexia check list.

However, I don't think the old HT really believed in such things and the new HT's last class had DD2 (it was the HT who said she was the best reader in Y2). So I don't think he quite believed the difference.
Like the OP's DD her comprehension is amazing, mainly because she much preferred talking about the book than reading it.

DD1 is very bright (in the proper very interested in, understands what she's taught way), very chatty, very in your face and was completely dizzy.

She was a bit hard work, her quirky edges got her bullied, she's hopeless at making friends, she lost things and the boys capitalized on this by hiding things and making her fuss.

So I think partly the dyslexia got lost in sorting out the social mess and partly I think everyone assumed she'd catch up.

The day she gets her A' level results she probably will have, but the spelling will still be shit.