Readers, Writers and Extra Time in SATs exams are BAD for the kids

[IndigoBell]

But good for the school league tables.....

(With the exception of physical difficulties that stop a child writing, and a few other cases....)

They're bad for the kids because they stop the school pulling out all efforts to teach the kids, knowing instead that they can rely on readers and writers to boost their SAT grade.

They're bad for the kids because there are no 'readers, writers and extra time' in life. If you can't read or write an awful lot of opportunities are denied to you - no matter what qualifications you possess.

They're bad for the kids because they imply that it doesn't matter if you can't read or write.

They're bad for the kids because no employer is going to be happy if it takes you longer to do the same job as everyone else - no matter what qualifications you possess.

Kids like mine (with Aspergers, dyspraxia and dyslexia) are being given readers and writers instead of being taught properly :(

It's important because they have slower progress and do need to be assessed on what they know. Otherwise, for example, my son would have not been placed in top set for science and he'd have been completely bored at secondary. (he gained 3b English, 4b Maths and 5a science at ks2 sats).
You are right to some extent in that they need to be taught well to be able to read and write their very best but you have to realise the impact on the child of a non aided ks2 score. There are two outcomes to Ks2 and one can effect the child greatly.

You are also dealing aged 11 with a child who could have self esteem problems due to the very obvious nature of their problem - you cannot hide the ability to read and write like their peers in a secure file. It is clear for all to see. One important thing that helps improve their learning is a Childs self esteem. Without it they will have a much more difficult time of education and I believe my son is making more progress Because he had help in ks2 exams. At secondary he rarely has help of this nature - there isn't the resources - but the Ks2 exams he did and it means he is in the right sets and thriving. It's now down to the teachers to decipher his work, which they seem to do incredibly well.

I actually think my kids school took teaching them to read an write as very important. BUT not to the point that by secondary the few who really really struggled, totally wrote themselves off. Every child came out knowing of something they could do, those who were bright (very few) but couldn't write well, knew it and were prepared to try to achieve at secondary.

When I went to secondary a lot of kids wrote themselves off, some of these became persistent truants (why go to a place where you are daily humiliated); others got into trouble, using their brains for trouble rather than to learn; one got picked up when he did amazingly well at a Physics exam, and got lots of extra help to get himself to university.

The number of dyslexics in prison is still frighteningly high.

There is more to life than being able to read and write, and I want my kids to know that. Although reading and writing are very important.

IndigoBell - I agree very much with the sentiments you express in your OP. It is much more useful to devote extra resources to ensuring children acquire skills for themselves than to buy crutches for them.

Can you honestly say as a teacher that these are good moves for children
Of course not, but I would say that the problems you describe are caused by setting (and setting badly) and terrible teaching, rather than mixed year groups. It shouldn't matter how many years a child is in the same set if they are being taught to their precise attainment and making progress.

Presumably also if you're in a fair banding area for secondary admissions, it makes quite a big difference to the child's future? And indeed other children.

Interesting comments about the kids confidence.

My 2s confidence is sky high - despite their problems. Everyone goes to such lengths to boost their confidence and let them use coping strategies that they don't think they have any problems.

The know they can't read (DD) or write (DS) but they don't view it as a problem. And therefore aren't particularly motivated to improve their Reading and writing.......

Has the pendulum swung too far the other way? Or is It their best chance of doing well in life?

Feels to me like sky high confidence is counter productive for them. And a more blanced approach would have served them better....

ImNotaCelebrity "A reader should only read the questions aloud, not interpret, discuss or alter them in any way to help comprehension. Either the student understands the question or they don't - the reader cannot help.
A scribe should write only what the student says and is not allowed to alter, improve or interpret it in any way. A scribe should only be allowed if it's usual classroom practice."

That's exactly what happens in DS's school. No interpreting, discussing or altering questions. But the extra support in reading and scribing and extra time means that he can concentrate on understanding the questions and composing his answers, instead of being frustrated by his disabilities.

Know what? Seeing Jamie tonight I now think sod it. Our kids want to learn, we want them to learn. They deserve every chance they can get.

Well Indigo all I can say is your kids sound totally different to mine. Mine continually beat themselves up about their failings, and call themselves dumb, even when we have test scores to prove they are not.

So maybe your kids school is failing them, but that doesn't mean it would fail all children. Also are you sure its not bravado?