Please tell me DS will just "get" reading

[PeterParkerSays]

DS is in Reception and an August baby, so one of the youngest in the year.

I admit that this concern has been caused by the mother of DS' friend saying how she was surprised the her DS has just jumped up their reading scheme from level 9 to 16, having started on level 2 in September, but DS is just toddling along with level 2 books - he's only had books with words in since Christmas, has no interest in reading, says he doesn't know what words say, makes no attempt to read, and just doesn't "get it".

I think I naively thought that DS would jump at the chance to read because we've read to him loads from being a small baby, and he loves being read to, but he just has no interest in reading at all.

If you had a child who couldn't read when they started Reception, when did they start making notable progress? Also, if we try to push this with him, are we just going to put him off reading altogether? I don't know whether to just carry on with him as we are, and wait for it to click, or to try more intensively to get him to read.

I know that he's only 4, and won't get to 18 still on his level 2 books, but I'm just concerned that other children seem to be showing progress in their reading level and he's not.

It's far more likely that the child recived the dx whilst she was in school.

And if it does not exist why is it covered by the equality act

Thanks, maizie, I hadn't seen this.

I'm expecting a copy of his book to arrive any day now and I'm off to the conference about it in Durham on 22nd April

And if it does not exist why is it covered by the equality act

Lots of very determined lobbying by the dyslexia groups over the past few decades.

Still doesn't make it a definable 'condition'

If you pay for it it's easy to get a diagnosis. Many LEAs don't recognise dyslexia and identify children as having SpLD.

as Julian Elliot says all children who struggle should be supported

One child will leave the mainstream primary I used to teach in this summer, unable to read well.

However, given that this is a child with a developmental level of around 18 months, severe visual impairment, significant physical disability involving co-ordination that also affects speech, and a requirement for full-time care, the fact that they will leave able to read and write key words of significance to them - first and last names, signs such as entrance, exit, toilet, names of members of the family etc - as well as reading red / yellow level reading books is something of a success.

(There are complex social and practical reasons why said child does not attend special school, desopite falling very well within the norms for special school attendance)

Yep, my LEA doesn't.

Also, Dyslexia Action don't recommend testing for dyslexia until 7 - but in my school and many others intervention would have begun much, much earlier (the new curriculum has early intervention as statutory).

Now that is what you call a success, teacher!

(I was feeling inadequate against the 100% reading claims of others, Feenie - so thanks for the kind words!)

Our LA funds placements at independent specialist dyslexia schools

teacher

I will never forget how delighted I was when my son learnt the traffic light.

The child leaving your class has had a wonderful achievement,and you should be thrilled for them

Don't worry but do keep asking the teacher, even for a picture book. My daughter, who's also young, got left behind in reception + I needed to be persistent. She reads well now (age 14). It doesn't pay to rush through book schemes. I now work with year 3 + 4 and at this stage they have to learn to add expression + understand comprehension. They sometimes reread books from year 2, much to their parent's annoyance. It's no good just to read words without understanding!

It's no good just to read words without understanding!

I am always intrigued by the notion that children don't understand what they are reading.

Does your comment apply to all the children you teach? If not, how many do you think it does apply to?

Just in answer to your original post op; mine was on level 2 about this time in reception. She is one of the oldest in the year. There was a definite point (I think the term after Easter) where it just seemed to click with her and she was far more interested from that point on.

I think the school were doing a lot of work with phonics and it just started to sink in.

After that she developed with reading extremely quickly and by the end of year 1 was 2 years ahead with it. She's now a very good reader - it's probably her strongest point. But she didn't know the full alphabet at the start of reception and could only read her name.

I think progress for some of her friends was more steady. But all of the friends I know ended up being able to read chapter books quite happily by age 7/8.

Somebody told me it was to do with neurons in the brain connecting or something. Which happens for some earlier than others.

I haven't read the whole thread so sorry if I've missed something.

this time last year ds had just started blending cvc words. correct for a couple of months age difference and he was not blending/reading at all.

he is now reading level 5ish books. (at home) still level two in school.