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Reading Practice Intensive

READING IS CORE TO LEARNING:

What Characterises a Good Reader?

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Open a Google doc and make a quick numbered list in response to this question:

Pause and Think (2 mins)

What is the profile of a good reader?

*List their attributes, skills or characteristics.

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A ‘Good’ Reader

“has the ability to understand and use those written language forms required by society and/or valued by the individual. Readers can construct meaning from texts in a variety of forms. They read to learn, to participate in communities of readers in school and everyday life, and for enjoyment.”

Progress in International Reading Literacy Studies (PIRLS), 2021

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Good Readers Actively Make Meaning

What this looks like at Primary School - Literacy Learning Progressions Framework (Reading)

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Good Readers Make Meaning

What this looks like at Secondary School - Literacy Learning Matrix (Reading)

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*PIRLS Reading Assessment Framework, 2021

(synthesis)

(literal)

(critical thinking &

critical literacy)

(implied)

Good Readers Actively Make Meaning

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Good Readers Use Strategies

Does this sound right? Does this make sense?

MONITORING

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knowledge

world

word

Good Readers Read to Learn

Link to the day’s title: Reading is Core to learning because it bridges the language and knowledge gaps. Research indicates that the chief cause of the achievement gap between socioeconomic groups is language. Much work on the subject of language and vocabulary neglects a fundamental element of word acquisition that is so basic as to be almost invisible: The relationship between language and the world knowledge to which language refers is extremely strong — there is evidence that by teaching solid content in reading classes we increase students’ reading comprehension more effectively than by any other method. A good, effective language-arts program that is focused on general knowledge and makes effective use of school time will not only raise reading achievement for all students, it will also narrow the reading gap — and the achievement gap — between groups. E.D. Hirsch, Jr. Reading Comprehension Requires Knowledge — of Words and the World. American Educator (2013) 27, 10-29.

Includes general and specific knowledge such as academic knowledge specific to the disciplines (literature; science; history). See McDowell, S. (2022) Reading deeply: Interpreting literary texts in primary and intermediate school. Set: Research Information for Teachers,(1),

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feelings (affective)

thinking (cognitive)

Self-efficacy refers to learners’ beliefs that they are capable of carrying out an action to achieve a particular goal.

Learners who perform unsuccessfully may do so, not because they lack the skills and knowledge, but because they lack the efficacy beliefs to use them well

(Bandura, 1997)

Good Readers Grow in Self Efficacy

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thinking (cognitive)

They acquire understanding and knowledge from a range of content including literary, scientific, historical, geographical, and social texts.

They become emotionally invested in the events, settings, actions, consequences, ideas, characters,moods, and enjoying language itself.

feelings (emotive)

Good Readers Enjoy Reading

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feelings (emotive)

Engagement and Motivation

“Students need to develop independent engagement in and motivation for reading and writing. Across many countries, 10-year-olds’ attitudes to reading and their

ratings of confidence in reading are related to achievement, and these relationships

are bidirectional…”

McNaughton, 2020

Chief Science Advisor, Education

“achievement levels affect attitudes and vice versa”

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Classroom

(& school)

Home

(& community)

Society

(& world)

communities of readers

Consistent with Te Tiriti o Waitangi, learners develop identities as readers through opportunities to participate, as culturally located individuals, within and across:

Good Readers Participate

Good readers “Imprint off others”. The National Library Report emphasises one of its key findings as the “rubbing off effect”: Teachers have an important role in contributing towards a culture of reading in their classrooms and facilitating children and tamariki's participation in that culture. They need understanding of the reading experiences children have had outside of the classroom, knowledge to support new in and out-of-school experiences and for them to identify as readers. 'Reading Teachers' are teachers who are knowledgeable about children's literature, identify as readers themselves and are able to communicate their enthusiasm and interests in reading to others (Cremin et. al, 2014). “Reading is both an individual pursuit and an activity that can be stimulated, influenced and inspired by others. Whānau, peers, teachers, librarians and community have huge influence as role models and facilitators, through talking about books they have read, telling stories, sharing their own interest and joy in reading, reading with their whānau of all ages, providing access to books, and being seen reading themselves.”

Extended

On-sharing information(for other people)

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Whanaungatanga

“acknowledges that each learner and groups of learners and their identities, languages and cultures are at the centre of effective pedagogyfor Pacific success and well-being”

Supports “the incorporation of Māori identity, language and culture into the day-to-day practices of our education services so that Māori learners can actively participate in te ao Māori, Aotearoa and the wider world.”

In reading, and wider classroom practice, we should purposefully look for opportunities to foster connections to learners’ identities, languages, cultures, and each other.

Both Ka Hikitia and Tapasa are important frameworks teachers need to know and apply.

The role of education is to nurture every child’s potential and to support their educational success. Many New Zealand students do very well in education and achieve outstanding

results. We have many talented and committed education professionals, parents, whānau, iwi, families and communities who support New Zealand’s students every day. However, there is much room for improvement in how well the education system is performing for particular groups of students and this needs urgent attention and focus for change. Too many Māori students are left behind and disengage from education before gaining the skills, knowledge

and qualifications needed to reach their full potential. The negative impact of this on students, their whānau, wider communities

and New Zealand is significant.” Ka Hikitia – Accelerating Success 2013–2017 is a strategy to guide action to make a significant difference for Māori students in education for the next five years and beyond.

It is also acknowledged that,the system can do far more to ensure excellent and equitable outcomes for Pacific learners who constitute a significant proportion of school children.” Pacific peoples are one of the larger ethnic groups in New Zealand, with the highest proportion of children aged 0-14 years. It is estimated that the number of Pacific learners will increase from 10 to 20 percent of the total school population by 2050 (Pasifika Education Monitoring Report. Ministry of Education. 2017).The Tapasā Cultural Competency Framework is a tool that can be used to build the capability of all teachersof Pacific learners across all education sectors.”

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Reading mileage

Good Readers Read Widely

In 2002, OECD research reported that reading enjoyment is more important for children’s educational success than their family’s socio-economic status. While the International Reading Association pointed out that the ability to read and write has never been more critical.

In 2012, the Education Standards Research Team (ESARD) in the UK, compiled the Research evidence on reading for pleasure report. It found that reading for pleasure had educational benefits, supported personal development and had a positive impact on reading including:

reading attainment and writing ability
text comprehension and grammar
breadth of vocabulary
positive reading attitudes
self-confidence as a reader
pleasure in reading in later life.

The Research evidence on reading for pleasure report also identified benefits in:

general knowledge
understanding of other cultures
community participation
insight into human nature and decision-making.

Research evidence on reading for pleasure (pdf, 364KB) — UK Department of Education, Education Standards Research Team, 2012.

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A ‘Good’ Reader’s Profile

enjoys reading

grows in self-efficacy

actively makes meaning

acquires knowledge:

‘reads to learn’

reads widely

participates in reading communities

uses strategies

Summary

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To Do:

Nominate a scribe to add key points to the group’s Jamboard slide
Share what you currently do to collect reading profile data (5 mins) (or how you would like to collect data going forward)

Activity: Break Out Groups

How do you collect and track data on learners’ reading profiles, including their reading interests, habits, self-beliefs,

and dispositions)