Frustrated about son's reading books! Is it me?

[MariamaMay]

Son is reading about 6 levels above the books he brings home! I know I can carry on supplementing at home which I will do. But I do have some level of frustration. I mentioned his reading ability to his reception teacher, was given the standard response of reading is more than reading the words. So left it until Year 1. Mentioned it to Year 1 teacher - who said its about comprehension so I then spent more time on exploring whether my son understood what he was reading. At parents evening - the teacher themselves said that he can read, comprehend, predict aspects of story. I once again mentioned that he books he was bringing home were too easy - though not as bluntly as there, I asked whether there was anything I was missing/that I needed to help him with. Teacher said they would look at his reading. And guess what? He is still bringing home the same level reading book - which he has been reading for about 9 months. Is it me? Or am I reasonable to feel very frustrated. I will just carry on taking him to the library so he can read other books. But I know other children are reading higher levels so I just don't get it. I feel they have pigeon holed him and that's where he will stay. My concern is that this extends beyond reading - as in the teacher's perception of him. He is very lively!!!

I wouldn't have thought of him as gifted? Above average maybe. How do you know if a child is gifted?

My daughter is in year one and I write in her reading log "read with ease. Needs a 'harder' book" and then also write what she's been reading at home e.g. "Also read X at home". We have a lot of Julia Donaldson and other books they use in school so I know the teacher will know which text it is and can use that to judge her 'level'.

The teacher has told me to do this, by the way, the first time I did it I felt like I was being one of Those Parents.

We have the opposite problem. DS is given books several levels above his ability. He is canny enough to get the teacher to read the story to him first and he memorises it - often word perfectly. He then 'reads' it. We have mentioned it to school but they are not too concerned. Nor am I to be fair, as he is only in reception and many children in other countries aren't at school at this age. Just think it is a bit odd and wonder if it may lead to him being frustrated and thinking he can't read.

I have this with DD every September, except this one, because her teacher let them choose library books as reading books.

I'd be worried that they aren't listening to you.

I could have written your post last year. This year DS moved school and suddenly he has jumped 7 reading levels within a week of starting his new school. He can still easily read the books he has been given but I'm seeing progress and he is actually talking about his day more and seemingly he is learning more.

I hate how these godawful schemes and books destroy any chance of a love of reading.

My DGC brought home a book that had been there since his father went to the same school
And it was boring then!

Same here, nothing to add except to say you are not alone. My sons is bored out of his mind with the school books he brings home.

I didn't have these issues with his brother who is 2 years above.

He also hasn't been read to by anyone at school since the 11th October. The school were so great with DS1 but I fear DS2 is going to be completely overlooked if this continues.

Same scenario here with my Yr 1 DS. He now seems to be bringing home level 2 Biff, Chip & Kipper books from school, yet he finished all 6 levels of them at home over the summer (we have our own set). I've repeatedly written in his reading log "found this too easy", "wants more challenging books" (as this is what DS has said to me) or "is reading much more advanced books than this at home" and also raised it at parents' evening, but nothing has changed.

I've now taken to writing in the reading log what he's reading at home so his teacher can see what he's capable of if she ever looks at it. We are reading the school books with him too, but it's a 2 minute activity before we move on to his home reading books.

Blimey red level is pretty easy for a capable reader. Ive just got DD moved up from yellow to blue in year 1. Some of the less able readers have just gone up to red in her class. When she can read The Gruffalo at home, I still maintain that blue is too easy. I'd say something again.

Oh and they don't actually even read with them at school. Not once in DDs log does it say she has read. She just changed her book and the TA writes what the new one is. I've offered my help in school many times this term as I know they don't have time to do everything but they don't seem to want me there.

I have a similar problem with ds, also in yr1.

The last term of reception he was reading 'blue' books, and told me proudly that they were "from year one!"

When he started yr1 they have him yellow books, most of which he'd already read & if not could read with no problems or pauses whatsoever.

I tried writing in the record, kept getting "reading levels will be assessed in the next few weeks". I've given up now and just write "read".

I was having similar issues with my reception child but on meeting with the teacher she said she was having difficulty keeping up with his progress. She then moved him up 3 levels overnight. I really feel for you, the children start losing interest when bored. Just keep nagging?

Yes, we have this with DS. I ignore the reading levels and supplement. It does frustrate me - the level he is on at school is ludicrously easy for him but I've given up trying to do anything about it. I know how good his reading is :)

I think all this only matters if you think it means the teacher isn't giving appropriate work for their own ability at school.
If they are, and it's just the wrong book coming home, then it doesn't really matter, just tick the box and read something different, like everyone else does.
I'm not sure where the poster who thinks your child is a genius has got that from. There will be children, at least one per school I would think, who are reading chapter books in reception, and are free readers by year 1.

My dd at 6had a baseline reading test and was assessed as reading and comprehension of age 9. When she went into p3 she was supposed to be starting on p4 reading work but the teacher has given her the same book as everyone else with reading age 6-7. She has this book that she reads in a night for two weeks and is given two pages to read every 2 days. We go through the comprehension based on blooms taxonomy at home and she's getting it without trouble but the teacher says her comprehension isn't up to scratch. I don't understand how the deputy head assessed her as reading and comp age 9 but her teacher is leaving her at 6/7. Her previous teachers were fantastic at supporting her but this one doesn't give a shit. Not really sure what to do other than let her read her own books at home and leave the school to give her work that's not challenging in the slightest.

I'm with arethere on this. If it's evidence of a wider problem, then definitely go and talk to the teacher again, and then raise with the next level up (Head of KS1?) if you don't get any action. If it's just the reading book, then leave it and supplement yourself.

I'm doing exactly that for dd2, and did for dd1. Dd2 left YR on orange and has since worked her way through lots of library books (read eight chapter books this weekend alone, plus other short things) and is happily reading Mr Gum, The HodgeHeg, Fantastic Mr Fox as well as zillions of Rainbow Fairies. Apparently she was reassesed and was still on orange. I'm not pushing about her school reading level as she's otherwise happy and doesn't appear to be bored - she's working on joining up her cursive at the moment, which is quite hard for her.

If / when it gets to the point that your ds is frustrated or unhappy, then you need to act. Until then, it's a weekly trip to the library and whizz through the school books when you have to.

We have the opposite problem. DS is given books several levels above his ability. He is canny enough to get the teacher to read the story to him first and he memorises it - often word perfectly. He then 'reads' it. We have mentioned it to school but they are not too concerned. Nor am I to be fair, as he is only in reception and many children in other countries aren't at school at this age. Just think it is a bit odd and wonder if it may lead to him being frustrated and thinking he can't read.

That's really poor. They should be concerned. Whyever would you give higher level books in reception when they can't read them? Most receptioners are on the first level still. I can see there might be (still not very good) reasons in year 1 if they've already had all the level 1 books in reception or they're worried they may feel left out of what the other kids are doing.

I help readers in year 1 who do the memorising thing and it's really working against them.

Isn't level 3 on the lower end of what you'd expect of a year one child anyway? I know you can't find out, but it would be interesting to know the range of levels in his class.

I wouldn't worry op, as long as he is making progress in his actual ability and has access to plenty of book at home, he will be fine. I would keep mentioning it though (without much expectation!).

Actually, I have a new top tip. Write down all the books your child read at the weekend (it was a long list, we went to the library and weren't very busy) and then hope the teacher notices and reassesses. I just did that (out of frustration more than hope) and dd2 just leapt from orange to white, with a further reading assessment promised.

This is what I know from my meetings about our new reading scheme at primary and about the new GCSEs and secondary curriculum.

There is a new reading scheme now that seems to assess all kids as much lower than you think they are. It's all about ticking boxes for national curriculum and comprehension. The new GCSEs are brutal and the questions are like English tests in themselves. Because of this the school is trying to build up solid comprehension skills from as early as possible and making sure they understand is now far more important than what they are reading. The kids are all assessed to find their level every half term and adjusted accordingly. The tests are standardised ones the scheme offers which they use across the school.

They are encouraging us to get her to read whatever she likes alongside the school reading books as they said that doing the lower level with comprehension tests then higher level for fun is the best way to learn and enjoy.

DD was assessed at a level she's been reading at for ages. However it turns out there are some words she's been guessing the meanings of. They want the level to be one where the child can read 100% of the book with ease and understand it ALL before they move them up. She's been doing comprehension tests based on her school books and tbh it's really helped her understanding. I hadn't realised a lot of the things she hadn't understood because she was guessing from context so understood "the gist" You cAnt always tell what they understand just by hearing them read. It's trying to ensure they understand ALL the words both in and out of context.

This all sounds really bizarre to me - DS1 has been to two schools and in both he has just been moved up when he is ready, at least every half term. He started Y2 in one colour band (turqoise I think) and had been moved up twice by half term. I have never had to suggest he is moved up or assessed.

Equally I have worked in primary schools and teachers have targets for reading levels, they want children to be on the appropriate level and do as well as possible.

If he really hasn't moved up a level for 9 months then something weird is going on. I would ask for an appointment with the teacher and ask if you can both listen to him read and she can explain to you what the problem is. Maybe there really is some issue that you haven't noticed.

I have this problem with DD age 6. She left yr1 being able to read whatever i sent in after exhausting the yr 1 selection of books (yr 2 in another building & apparently no way of bringing books over). She has now been stuck on L14 for ages (after being given L10 books at the start of yr2, which I complained about). She had read L15/16 books with ease last year. Brought it up at parents eve and was told comprehension like a lot of others. So pulled out a folder of comprehension tasks she'd done regarding the school books at home (she's one of those kids who asks for them & I'm lucky to have the resources through work). Was told it would be reviewed - free reading was next. But tonight she's brought home a L14 book she's previously read twice(!) As she'd exhausted their supply of books at that level. So frustrating!

Agree with PP who have said being concerned about how you can help them is the best way to get results. Then just read whatever they like as much as poss. My DD is a book fiend so we visit the library once a week and she has just happily finished the 1st 3 Harry Potter books. She can understand & recount the stories perfectly!

Good luck! Seems to be a common thing from posts I've seen on here.

Thank all for your comments! I am glad is not just me who thinks its a bit strange!

arethereanyleftatall - my concern is that it extends beyond reading. Mainly in Maths. Probably less so in English. If only reading, I agree its easy to supplement at home.
GrinchyMcGrincherson - I have targets for Year 1 based on governments goals/targets/National Curriculum. He is meeting most of these already. I check and check his comprehension. As we get to higher levels, there are occasional words we talk about as they are new to him. BUT teacher herself said he had good comprehension/prediction skills etc!!! I agree solid comprehension skills are really important. But reading Stage 2 (I checked this evening of ORT) from school and then reading Stage 7 (Turquoise) fluently to me this evening is a huge gap!!!

LoisEighty It is very very strange. 9 months on red and the occasional yellow book! At home has been reading green/orange. Tried him on a turquoise - read fluently. Let him look at a purple - so ORT stage 8 and except for a little hesitation here and there was reading it pretty well. Mostly fluently.

I do get that teachers and me will have different perception. But Stage 2/Yellow at home and then managing a Stage 8/purple at home - that seems a MASSIVE difference.

Hard to find out what other children are reading. One Mum who reads said that most are on similar level but three or few read higher ones.

If he truly is not progressing after 9 months, then school should be flagging this. He should be getting support. Reading is core to schooling after all! Though based on home etc I dont think there is an issue. He reads off signs when we are out, asks questions about different things he reads, e.g. packets in supermarket.

Good to hear its not only me though. I never wanted to be one of THOSE parents/pushy and all that. Just trying to get to the bottom of it.

If teacher gave me a rationale for why he is on Stage 2 then no problem. But she has said there isn't one!!!

The world gone mad ;)

No pigs flying today. Heart sank when I opened his book bag - yet another Stage 2. We haven't even read it this evening!!!

you're being far too polite to the teacher by the sounds of it, and I mean that in the nicest ways.
Just be polite and direct. No more hints or "what shall I work on". Just say straight out, he can read this at home, he can comprehend etc etc so send him home with more challenging books.

I did that with ds. It was fine. The teacher listened as I was respectful etc.

Are they linking their reading levels religiously with which phase of phonics the children are in? I think yellow is at phase 4 and blue corresponds with phase 5.

Plenty of more able readers don't find phonics very engaging because they learn to read via other methods.

In a decent school, teachers will be able to look beyond just using phonics as a method of assessment and will put a child on a level that offers some challenge for them.