Improving the learning and teaching of early reading skills - Estyn

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Improving the learning and teaching of early reading skills June 2007 • understanding that written symbols have sound and meaning. 17 In key stage 1, the National Curriculum orders for Welsh and English identify a core set of skills that pupils in this age range should have if they are to read accurately, fluently and with understanding. These skills include: • phonic and graphic knowledge (explained in the glossary); • word recognition; • grammatical knowledge; and • contextual understanding. 18 In Welsh, along with languages such as Greek, Italian and Spanish, there are consistent letter-sound correspondences. There are inconsistencies in the letter-sound correspondences of the English language. Generally, research shows that it is harder to learn to read and write in English because the relationship between sounds and letters is more complex. 4
Improving the learning and teaching of early reading skills June 2007 The evidence base of the report 19 The findings in this report are based on: • an analysis of the inspection outcomes of over 250 primary schools since 2004; • observations of the teaching of reading in 22 Welsh-medium and English-medium primary schools; • information gained from interviews with staff in Welsh-medium and English-medium primary schools; • information gained from interviews with literacy advisers from ten LEAs; • scrutiny of documentation provided by schools and LEAs; and • a literature review conducted by the National Centre for Language and Literacy, The University of Reading. 20 In addition, HMI visited a small number of schools in England and Scotland to observe the teaching of reading and discuss teaching methods with staff. HMI also considered the learning and teaching of reading with colleagues in other Education and Training Inspectorates and the Basic Skills Agency. 5
Page 2 and 3: The purpose of Estyn is to inspect
Page 4 and 5: Contents Page Introduction 1 Backgr
Page 6 and 7: Improving the learning and teaching
Page 26 and 27: Partnership with parents Improving
Page 30 and 31: Appendix 1 A review of the literatu
Page 32 and 33: criteria. In addition, meta-analyse
Page 34 and 35: plays an important part in the deve
Page 36 and 37: where vocabulary skills and the abi
Page 38 and 39: form a word. In writing, the proces
Page 40 and 41: Much of the current UK debate focus
Page 42 and 43: epertoire of strategies for helping
Page 44 and 45: English-speaking homes. Bearing in
Page 46 and 47: (using a talking book). While ackno
Page 48 and 49: There is also growing concern that
Page 50 and 51: Appendix 2: Questions for leaders a
Page 52 and 53: Appendix 3: Glossary Analogy phonic
Page 54 and 55: Appendix 4: References ADAMS, M. J.
Page 56 and 57: DAVIES, A. (2003) Why All Teachers
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HATCHER, P. J., HULME, C. and SNOWL
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MOST, T., AL-YAGON, M., TUR-KASPA,
Page 62 and 63:
STAHL, S. A. (1992) Saying the "p"
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Improving the learning and teaching of early reading skills - Estyn

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