A question about reading (again)...

[lovecheese]

Teachers can I pick your brains? Which would you encourage the most? An able child reading mainly school scheme books with the odd one from the library or home now and then (simply because there are not enough hours in the day for more) or the emphasis on the latter? DH and I kind of disagree about this: he argues that DD can read well and should spend more of her time reading books that she wants to read for pleasure, whilst I say that her progress and assessment at school are based on scheme books so it is important that, certainly in the week, these take priority. Anyone else facing this situation?

I'd agree with your OH, developing a love of reading will take you much further than being the first in your year to finish the scheme books and never wanting to open another book for pleasure. Little girl in my dd's year was an early reader but she has developed no love of reading, only done it because it was part of her homework. She was absolutely amazed when I told her my dd reads for fun - she could barely believe it. I felt quite sorry for her.

I should add that the last thing that I would want to do is curb her enthusiasm for reading, but dont want her to fall behind at school by not progressing through the book bands IYKWIM.

How old is your DD? Surely they should be moving off of reading scheme at year 3 ish? I would also jolt the teacher if you think the scheme books are a bit easy. Also record books she reads for pleasure outside school. My youngest DD says "I don't like reading" although she reads the dreaded Fairy books, and some Pony ones a lot (as well as others including Roald Dahl). We also work through the scheme, but I'd happily see her off them.

I would also encourage her to read library books and books she chooses for herself to develop a love of reading. I don't see much need for scheme books if she is already reading fluently. She will progress by reading other books just as much - I can't see what would be specific about reading scheme books that she wouldn't also get by reading books of her own choice, as long as she chooses books of a reasonably appropriate level for her ability (not too easy so that she's not learning, and not so hard that she is really not following the story - something that she has to work a bit at, but can still enjoy and comprehend). I'd much rather children associate reading with something to do for pleasure, than something that has to be done to pass tests, move up a book band, etc. With the reluctant readers that I teach, I often spend a lot of time simply reading to them, to try to get back a love of reading and books.

Thanks for your replies. Dyslexiateach - she has recently moved onto a new book band after exhausting the infants and juniors suppliesof the previous BB. However, teacher has now said that she is moving too fast and has put her back down to her previous level and is expecting her to re-read this bands books! Needless to say I am not v. impressed! I completely see the need to have good comprehension etc but how demoralising must it be to be expected to re-read books that you first read in December and which you thought you understood?. What do you think of this as a teacher? School does not have any more books at this lower level BTW. I have suggested today moving her back on to the higher level and literally doing each book to death; she will get back to me. ?!?!?

well I teach privately (one to one), so I only know about the book bands from what my pupils tell me. I don't see ANY point at all in doing any book to death. Reading it a couple of times, OK, but much more than that seems pointless to me (unless coming back to it after a break, perhaps, but not loads of times in a row). With my pupils (who usually have difficulty sounding out, and are tempted to memorise everything), re-reading too many times can be counter-productive as well as boring, because it is pushing them further and further along that strategy, rather than developing a suitable mix of phonics and sight-words. If what the teacher means by saying that she is 'moving too fast' is that she is not quite able to read the books at the higher level, then I'd want to know what she is finding difficult (decoding, comprehension, etc), and try to find some books at a similar level to the previous band that she's not already read - perhaps mixed in with a few that she has and enjoyed - and see if you can work specifically on the skills that she seems to be weaker on. They don't have to be reading scheme books - if she's a fluent reader then I'd just let her choose library books. If she is on a very phonics based reading scheme, then it's worth checking that she does know all the sounds she is expected to know at a particular level. Otherwise, I don't see that there's anything very specific about a reading scheme or a book band that would be any different to the progress she'd make reading library books. The goal should be to read books for enjoyment, and not to get too hung up on what level/group/band they are (not easy, I know, when it becomes such an issue at school!). If a child wants to re-read an easy book they enjoy, I would still encourage that from time to time, as I think it sends a better message about what reading is for. Or if there's a harder book that happens to fit with an interest of theirs, I'd also let them give it a try, along with other books at a more suitable level. It takes the focus away from the level of a book, and puts it more onto the content.

DD was a very ablr reader from very young and I didn't even bother listening to her read from year 1. School didn't really do a scheme just coloured boxes with lots of different books including ORT, Roger Red Hat and lots of non fiction and fiction books.
The majority of children were free readers by end of Year 2

I would let her read for fun rather than the scheme.

I'd let her read for fun too. If she has a comprehension problem then there are books which work on this subtly, like puzzle books or my DD loved the Meg Mackintosh solve-it-yourself-mysterys.
I would also write down (and do actually) copious notes about the discussions you have about the books. Stop her on a page and ask her to predict ahead (impossible if she has already read it), ask her what tricky phrases mean, why characters did things etc.

Let her read what she wants to at home. I would also inform her teacher that she is not to re-read books in school unless she specifically wants to.

I agree with your OH if she is an able reader the more widely she reads the better. Reading schemes especially if the school uses just one (ORT shudder!) limits a child greatly.