Do kids who start school being able to read still have 1to1 reading time?

[OnlyParentsAreReal]

I know kids who can't read need more help but do kids who can read just never get to read to the teacher/TA/etc? Or would they get the same as everyone else?

My son had 1:1 reading time every week with a TA. He also used to 'mentor' some of his peers too. He worked on things like comprehension, expression and punctuation and was allowed to choose his own reading books.

The other thing to remember is that schools and teachers within schools will do things very differently. At the moment in my school we have been told to focus on challenge for the most able, and moving on the middle kids as fast as possible.

In my class I listen to them all once a week, so does my TA and then we have guided reading once a week too where me and TA have a group each and we swap each week who to listen too. This usually has a focus on an objective from national curriculum. Some chn go out for interventions and they are also listened to again. I try to ensure chn read every night at home and have a reading book change time to ensure that they read a large variety of books. Children read comprehension skills each week and answer questions on them and after guided reading there is an activity based on the book they have read. Parents are also sent home with guidance questions as to what to ask their children when reading and fingers crossed I'm getting a reader mum too so that will mean everyone listened to again. I'm sure there are other opportunities that children are given to read too in other lessons, e.g. Phonics and topic.

I really really wish people would stop using terms like "able/ability" to describe children who are doing less well at something at a particular time.

Children who read less well in reception may read less because they are young for their year or come from less privileged homes. Their inherent "ability" may be just as good as the children who are reading better than them right now.

We take age into account and find that there are children who come from all kinds of backgrounds who struggle with reading and equally who are good at it. What would you call it if not ability?

At DS 's school the reading levels go up to Black which includes novels by Dickens and the Brontes. I do not think they have "Ulysses", but all levels of reading ability are covered by the reading level books.

In my experience, children in primary school are encouraged to read whatever level they are at. There will not be many 4 year olds who can read, understand and discuss "Great Expectations", so all children in reception will have room to improve and grow with their reading.

I'm a TA, this year in Y5. All children read to a parent helper. All children read to either myself or the class teacher once a week in guided reading. I read daily with 4 children identified as struggling at the end of year 4. The teacher hears individual readers as often as possible.

In Y2 DD got 1 to 1 reading time..with another child. It was explained to us that DD had gelled with a few other children and was learning herself by teaching others. They also conveniently didn’t feel the need to have a TA in DD’s class but did in most others. We only found out when one of the parents of the children being helped said wasn’t it is great idea as children are often open to learning from other children rather than adults. It was such a mixed ability in her class from those who couldn’t read more than a few words to those who had a reading age of 10. The only reading DD was doing at a level that suited her was outside of school. We changed schools from Y3, not solely for this reason but it was symptomatic of other reasons we moved her.

I'm a TA in year 6 this year. Everybody gets listened to at least once a week. Some who need to make more progress, are listened to every day. If they are a free reader, they can read what they like at home or in quiet reading times, but if reading to an adult in school., we use a pearl reading book.
In year 2, last year, it was similar, but most were still on levelled books.

13 years ago, my own (youngest) son started school being able to read very well. (He just could, I didn't actively teach him to read) He was listened to at least once a week, and progressed through the book levels very quickly. He was a " free reader" by the time he finished year 2, but although he could read whatever he wanted, he was still listened to regularly...maybe not EVERY week, though.
He's doing 4 A levels, so it hasn't held him back any!

By the way, his schools have all been in an "officially deprived" area, if that makes any difference to you, OP?

Yes my daughter does.

She just started reception and reads very well.

She reads to me each night and I document it in her reading record and at least once a week the teacher has sat and read with her and left me notes back.

Her school is very academic though (best results in the county) and so I think they are keen to make sure the more talented readers are kept pushed to keep the results up! We knew her skills lay in academics which is a reason I loved the school and the improvement in her reading/maths since she started has been mind blowing.