To think that all children should be heard reading individually at school everyday

[Reallytired]

My son's infant school no longer listens to individual readers. The arguement is that its very time consuming and it does not require a skilled person to listen to a child practice reading. Instead the children do group reading once a week with the teacher.

My objection is that my son's best friend's mother cannot read. She can't read because English is her fourth language. She is attending a remedial literacy course, but her six year old son can read better than his mother.

I think its disgusting that nothing is being done to give the little boy the individual practice he needs. I think that more LSAs should be employed to listen to children read. I agree it does not require a teaching qualification to hear reading, but it does require the ablity to read yourself.

that's standard in state primary .. group reading once a week

believe me I've had this discussion when DS was not a reader .. but it clicked for him and we've never looked back so something works in ti

I used to listen to children read when my daughter was in primary. I remember one boy who could barely read, he held the book right up to his nose. I suggested to the teacher that he should have a sight test - next week up pops the boy with a brand new pair of glasses and a big smile on his face. He had bought me a box of chocs and a thankyou card. From being bottom of the class with reading, within a few weeks he was near the top.

Made my week.

YAB(totally and utterly)U

EVERY DAY?!

My daughter is heard read EVERY day. By me.
I wouldn't dream of expecting the school to do that. Think of the logistics. In a small school (single form) that's 30 children per class, minimum 7 classes. So you think that EVERY day the school should provide the manpower for 210 children to be heard to read?
Absolutely ludicrous.

I've only read the op but yes children should read in school one to one every day. A parent rota is a brilliant way to achieve this. No pressure, lots of fun for the children, different people all the time, parents get fond of the children, the children feel special for being pulled out to read -- it's fantastic. Shame it's falling foul of the confidentiality thing where parents are wary of others knowing how their children are doing. Sorry for not reading the rest of the thread.

gah been pulled in
dances.. you're really good and conscientious but what if the parent can't read or struggles to read themselves, or is out of time or struggles with time management at home?

it's a bit "I'm alright jack" ain't it? better readers through the class benefit the whole class

I love love love parent reading rotas I think they are

It's crap, my kids' school is the same. Luckily for all the children there they are well supported by their parents. You can't gain much insight into the child by group reading and it always means that some children are reading below the correct level for them.

All children, every day?

I wouldn't want my son, who is a good reader (year 2), to be heard reading every day if it meant (as it would) that there was less time and fewer resources for him to experience other things, and for children who have not progressed as quickly.

Having taught secondary age children who cannot read (at all), I would like to see a rigorous phonics programme for all primaries, and targeted intervention for children who make slower progress so that far fewer children enter secondary school unable to access their lesson material.

Do parent volunteers have to have criminal record checks? I wondered as there seems to be much less parent involvement than when I was at school.

I wonder if this is also because Mums and Dads feel they both have to work and that working with kids is much riskyer now.

I agree with chassingsquirrels in that time and effort is so precious that sometimes the only time is in an occasional break time.

The son of a friend of mine goes to a state primary where their reading is listened to 3 times a week - Teacher, TA, Parent Helper. It obviously can be done. Incidentally, he is now an excellent reader.

Well something needs to change. The fact that children are reaching secondary school age totally unable to read surely means something is amiss at primary level. Although maybe a few might be late starters, I don't think there's much room for manoeuvre for those children at secondary.
However, I'm not sure what the answer is. Apparantly some studies have shown that starting some children decoding/reading too young hinders there ability to read. I can't think where I've seen this now but will look it up.

when did it click for your ds, Twiglett?

and prob obvious, I know, but what happensin group reading? is it done within ability levels, presumably?

apparently

good post dancewithamuffintop!

I volunteer at my sons school for a day and a half a week. The half day I spend in ds class reading. I usually manage to hear about 15 - 20 kids read - it is very time consuming.
It sounds daft but each child collects their reading folder comes to you - you have to get out the book/reading record they read, you tick them off, send them to retrieve the next child and then it starts again. There often is a bit of faffing!
As silly as it sounds it takes a lot of time so I dont think that it is possible to read to each child individually everyday.

I think it would take up most of the day and would not be practical. Most of the children in ds class who struggle are not read to at home and a lot have bare reading records - so maybe this could be addressed - maybe giving parents tips of how to help your child.
Ofcourse smaller classes would be more ideal!!

Smaller class sizes - YAY - I'm in favour of that.

YABU Your friend is an exception and it is not unreasonable for her to approach the school for support in this area but it sounds as if you have a more personal axe to grind. Have you had this discussion with a member of school staff? If your worry is that they'd think you're being unreasonable, you already know the answer to your own question!

I hadn't realised how lucky my DD (yr4) & DS1 (yr1) are.

DD is not heard reading by the TA or parent helpers as the other children in her class are as she years ahead, currently reading Lord of the Rings. But her teacher listens to her read once a month, just to assess how she doing.

DS1 gets heard reading at least twice a week by CRB checked parent/grandparent helpers, once a week by the Higher Level TA, and his reading level is assessed by the class teacher every other week.

If they are not heard one-to-one who is teaching them to read? The parents. But what if the parents struggle? What then?

If they're going to teach them to read at four they should do it consistently and if they need parents' help they should ask for it.

Starting at four you need a lot of one-on-one or a "slower" reader will easily become discouraged and it could put them off for a long time.

Reading one to one may be "a faff". But it's essential.

My son is an excellent reader and his friend is doing well at his reading considering his circumstances. My son's school teaches reading properly by using synthetic phonics.

My son's school runs a remedial literacy course for parents who need it. My son's best friend mother attends and she is doing well at the course. Again she is being taught to read by synthetic phonics. However she is having to learn to pick English at the same time.

Apparently there are 15 people on this course and many of them are British people with learning difficulties. Surely funding could be found to help the children of those who are brave enough to attend a remedial literacy course.

My son's best friend is not on the special needs register. He is an extremely bright boy and reading stage 5 ORT. This is not bad for a child who has English as an second language.

I would like to see money diverted from the the gifted and talented initative to help children in his situation. Especially as I think that this little boy might be gifted and talented.

Children are TAUGHT to read in guided reading sessions, phonic sessions and shared reading time.

Children PRACTICE those skills when reading their books to an adult. It is nice but not necessary to do that in school time.

Group guided reading is done in ability groups and sometimes phonics.

Teachers know who aren't being listened to by parents and can redress this if it is a problem.

Sorry if I am repeating myself from other threads!

Dinny .. we had an issue in Year 1 that DS had been forgotten and didn't have a reading record .. I only noticed 6 weeks in and went storming into school for an explanation (which was oops don't know how that happened) .. he knew his phonics and could blend but couldn't 'read'

3 weeks later (so October of year 1) it clicked and he could suddenly read (not fluently) but a good stab .. since when it has gone up and then plateaued and then gone up and plateaued again ... he is now year 2 (just turned 7 this week) ... and about 3 weeks ago started reading his first chapter book pleasure .. a 'can't put it down mummy, one more chapter' chapter book (I was thrilled)

I always held on to the fact that by the age of 8 or 9 ALL children equalise on reading .. it is just a trick when it 'clicks into place'

HTH

But they don't all equalise Twiglett. Most do, but far too many don't. I was astonished at the number of children who came to secondary school without being functional readers. And we went back to the beginning with a synthetic phonics programme for them, which is hard to take when you're 11 years old.

yes, point taken .. I think I'm talking from the POV of average - bright kids who have involved parents

I would also note that phonics don't work for all children .. that some need different methods of learning to read (by sight)

I htink it would be wonderful if there was time/resourcsesfor all children to be listened to reading, but it is impossible.

Dd1 (6) hasn't been heard individually for as long a s\I can remember. She is a free reader, so I presume htis is why. I am guessing that other children are listened to though. And they do guided reading with the teacher, and we obviously listen to her, and fill in her book.

There are hardly any volunteers at her school. They do need a CRB check, but the school arrange it all.