Intervention for Dyslexia - The British Dyslexia Association

Table 12. Descriptors of National Curriculum assessment reading levels 1 to 3
Level Descriptors
1
2c
2b
2a
3
Pupils recognise familiar words in simple texts. They use their knowledge of
letters and sound-symbol relationships in order to read words and to establish
meaning when reading aloud. In these activities they sometimes require
support. They express their response to poems, stories and nonfiction by
identifying aspects they like.
More than 90% of passage read independently and mostly accurately. Some
inappropriate strategies (e.g. sounding out familiar sight word). Reading word
by word with pauses to confirm meaning. Able to distinguish between
stereotypically good or bad characters. Retelling of story short or heavily
reliant on pictures.
Reading almost entirely accurate, well paced, taking some account of
punctuation. Able to read ahead; noticed and self-corrected when failed to
make sense. Commented on setting and plot, referred in retelling to most
main events and characters, relying on shared rather than independent
reading for this.
Accurate reading, able to tackle unfamiliar words. Good self-correction
strategies employed. Confident reading with expression and intonation.
Identifies and commented on main characters and their relationships;
balanced and clear retelling; commented on aspects of presentation;
discussed feelings aroused by story.
Pupils read a range of texts fluently and accurately. They read independently,
using strategies appropriately to establish meaning. In responding to fiction
and nonfiction they show understanding of the main points and express
preferences. They use their knowledge of the alphabet to locate books and
find information.
The descriptors make it clear that Level 1 readers are not independent readers; they can
deal only with familiar words in simple texts and require adult support in this; they are
beginning to try to use such letter-sound knowledge as they possess to help decipher
words. Consistently, over the years 2003-04 to 2006-07, more than 25% of all children
who completed Reading Recovery programmes remained Level 1 or working towards
Level 1 readers at the end of Key Stage 1. Despite the early intervention, they were still
below the average range.
Children at Level 2c still require some adult help to read the words on the page (‘90% of
passage read independently’), are still slow and not wholly accurate in identifying words
and focus much of their attention (‘reading word by word’) on this aspect of reading.
They are still at the beginning of learning to read. From 30%–35% of Reading Recovery
114 Intervention for Dyslexia