What we do for children experiencing difficulties in reading
Many children experience some areas of difficulty during the course of their education, and all staff at Gidea Park Primary School are committed to finding ways of supporting children to access and make progress in their learning. Listed below are some of the ways your child might be supported if they are experiencing difficulties in reading:
A structured reading programme
This may comprise graded readers from a low-access/ high-interest scheme and will incorporate opportunities for oral and written comprehension. Children may use the Toe-by-Toe scheme, which is a structured daily programme - once the sound of a phoneme has been taught using the ‘polynons’ (nonsense words), these rules are then applied to any multisyllabic word. We also use Nessy, which is an online program that supports children who would benefit from more practice and consolidation of phonics/reading sounds. The programme has a game-based approach to promote engagement.
Paired reading with a reading ambassador
Paired reading is a research-based fluency strategy used with readers who lack fluency. In this strategy, students read aloud to each other. When using partners, more fluent readers can be paired with less fluent readers, or children who read at the same level can be paired to reread a story they have already read. Paired reading can be used with any book, taking turns reading by sentence, paragraph, page or chapter.
Precision Teaching is a motivating teaching method which is very effective for children struggling to acquire automatic skills in learning letter sounds and recognising whole words. In Precision Teaching, the learner's daily performance in reading a set number of sounds or words in a limited time frame is recorded - a process which is known to increase motivation. A summative record tracks the rate of progress over time and as children’s skills improve, so they are introduced to new sounds/words.
Pre-learning and over-learning
Both pre-learning and over-learning aim to boost a child’s confidence. Pre-learning in reading is when children are introduced to new topic words in the days or weeks prior to the main class teaching, so they may recognise them when introduced as part of a lesson. Over-learning gives children additional opportunities outside of the main lesson to practise and develop reading key words, helping them on the pathway towards independence.