Critical Analysis of a Child's Reading

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Reading is an essential skill in modern society. Not only does it enable people to access information, it provides people with a great deal of pleasure. It is vital that primary schools equip children with effective strategies for reading as well as foster a desire to read that will stay with them throughout their lives.
This analysis of reading will firstly give a brief outline of the context of my school placement. It will analyse two pupils as readers and their strategies.

The school’s policy indicates that the context of teaching reading is very important - suggesting a variety of text styles. English & Williamson (2005) inform us that the introduction of the National Literacy Strategy (DfES 2001) broadened the range of texts
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We could improve this motivation to read by encouraging Pupil A to read regularly for pleasure.

Pupil B was chosen as although she receives literacy support, she does not enjoy reading. She has accessed literacy support since starting at Primary school in Year 3 and has made considerable progress and is able to read certain texts independently however she also shows little interest in reading for pleasure.
She is willing to read with me, as she is used to reading with adults, in a 1-1 situation, and is comfortable with me as I have been in her class for several weeks. She is reluctant to pick a book she in unfamiliar with and cannot think of a favourite author/book when questioned.

Pupil B begins well, with her decoding strategies revealing her processing of a text but also her phonic knowledge. She reads the word 'spider lings ' (line 8) correctly, by segmenting the word in her head first. She then blends ‘ling’ quietly, to herself, and then asks for reassurance to put both words together. This is because this is an unusual, unknown word, and Pupil B is unfamiliar with the term. She stumbles over the word ‘different’ (line9). She did not segment the word out loud and so it is difficult to determine which strategy she used to decode the word. Nevertheless, it is possible that Pupil B may have used one of two strategies. For the first strategy, it’s possible that she segmented and blended the word
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