Improving the learning and teaching of early reading skills - Estyn

Improving the learning and teaching of early reading skills
June 2007
Developing early reading skills
35 At the earliest stages, learning to read is dependent upon the spoken language that
pupils bring to school. Inspection evidence shows that when many pupils start
school, they are already familiar with storybooks, nursery rhymes and print, and
some will have already have started to recognise single letters and words. Other
pupils, however, have much more limited experience of using language, sharing
stories, songs and rhymes with adults. In some cases, pupils may have general or
specific learning needs. Pupils may also be learning to read in a language that is
different from their spoken language. These different starting points and experiences
provide challenges for schools in helping pupils develop the early reading skills they
need to become successful learners.
36 Developing positive attitudes to literacy from the earliest age is vital to future success
and enjoyment. In particular, this time is often critical for developing boys’ interest in
language and literacy. In general, boys often prefer more energetic and physically
active pursuits. They can find it harder to acquire the less lively skills of reading and
writing. However, sharing and enjoying books at home and at school are important
experiences that lay the foundations of reading for pleasure and information.
Beginning and sustaining the habit and enjoyment of reading, are essential to pupils’
long-term educational success and personal fulfilment. Pupils gain essential early
learning experiences when there are plenty of opportunities for them to enjoy, handle
and look at books. When staff model the reading of books to pupils, this work
demonstrates important aspects of how reading occurs, such as where to begin
reading, as well as providing good opportunities to enjoy, discuss and respond to
stories and poetry.
37 Understanding how books work is an important early reading skill and develops a
concept of print. Readers need to know that the text conveys meaning and
information. A concept of print also includes knowing the way that books work,
according to the style of the Welsh and English languages. This knowledge includes
knowing where to begin reading, such as starting at the top of the page and
continuing to the bottom as well as beginning reading each line from left to right.
Establishing this knowledge is fundamental to later learning.
38 Inspection evidence shows that where school practice is most effective, pupils
receive a rich language and literacy programme that provides the framework to
support reading. Commonly, pupils’ achievement is at its strongest when schools
ensure that learning about listening and speaking, reading and writing, reinforce each
other. For example, specific links between reading and spelling are productive in
developing familiarity with letters, the composition of words and their sounds and
include opportunities to link and extend pupils’ listening, speaking, reading and
writing skills closely together. Importantly, these schools provide learning activities
that are imaginative and varied. The activities promote pupils’ interest in reading for
enjoyment, for imaginative purposes and for learning.
39 The review of literature considered research on the teaching of reading to pupils with
English as an additional language and those learning Welsh as a second language.
While the review found that the research is limited and often inconclusive, overall, it
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