Identifying the barriers to reading at the early stages of primary school. How can we best cater for the different needs, reduce these barriers to raise student achievement?
Researching into why decode?
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This study is taken from Roxanne Hudson 2005
The graphs above show that Alphabetic work, word attack skills and manipulating letters is an integral part of improving reading levels, especially in years 1-3.
My Causal Chain summarises how the different elements of my Inquiry connect together to work towards l ifting student achievement in reading through strengthening parent partnerships and teacher capability. The keywords that spring out are: learner achievement, learner engagement, parent partnerships, and teacher capability. The big next move is the implementation of these initiatives and measuring the impact they are having on student achievement.
My child loves reading, but writing is so much harder for them. I can teach reading, but not writing. They are just not interested in writing If they don’t know a word should I tell them or do I let them guess? Kia ora, Great to be back here to share my 2022 Inquiry. whānau voice is asking us to partner alongside to help them support their child in writing, The data collected from earlier this year, EASTle, Overall Teacher Judgements, Gap Analysis in School Talk, Our school-wide data, and tracking attitude and confidence show there is a dip in progress and learners are not making the expected rate of shift or are below standard in writing. I saw this as an opportunity to strengthen relationships and educate whanau on how to help their child at home. I led a parent writing workshop to upskill them on how we use the LP and to engage their child in writing. We unpacked writing samples to notice what is happening to their child. At Whānau day learners shared their writing success and ne
Time to dig deeper in my analysis and ask myself... "what happens in the classroom when I apply my learning" Dimension 4. What is adaptive expertise? Adaptive expertise is about being self-aware, having agency over your ability to make a difference, and striving for the best outcomes for your students. Engaging in effective professional conversations can support you to. This video has made me look at my own practise and looking at the agency and urgency I have developed in making a difference. After having many conversations around 'Am I really making a difference". I am now able to dig deeper into my inquiry. When reviewing Helen Timperly's research on the spiral of Inquiry I am at the checking phase now. So I am thinking about which learners are still struggling and facing some of the barriers in reading I have found. I am wondering if my deliberate tools and strategies created and using are successfu
Looks good Anita. I was wondering what you intend to do with this - or have done? Do you see similarities to Reading Recovery strategies and Quick60?
ReplyDeleteGreat sources of evidence gathered to show the shift!
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