Raising reading attainment through quality speaking and listening in Years 3 & 4
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Authors
Ryan, Rebecca
Issue Date
2016
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Aims:
The main aim of this development work was to raise reading attainment through quality speaking and listening in Years 3 & 4, by introducing a new guided reading carousel and specific speaking and listening sessions, that incorporated the key elements of reciprocal reading.
Methods:
The participants were Year 3 and 4 students, with a focus on target tracker children who are EAL. The teachers followed a lesson-study approach and the children were put in mixed-ability groups. Methods used included a lesson-study approach, a new guided reading carousel incorporating reciprocal reading strategies, high-quality teacher modelling, child-led group discussions, speaking and listening sessions, sentence stems and visual resources, and a positive reading environment.
Findings:
The main findings are that the shift to more child-led reading sessions has resulted in increased participation and motivation, better reading comprehension, improved paired and group discussion, and positive attitudes to reading.
Implications:
The findings suggest that reciprocal reading has improved reading comprehension, increased participation and motivation, and improved speaking and listening skills. Mixed-ability grouping can expose lower and middle attaining children to better language models, comprehension, and positive reading attitudes of their higher attaining peers.
The main aim of this development work was to raise reading attainment through quality speaking and listening in Years 3 & 4, by introducing a new guided reading carousel and specific speaking and listening sessions, that incorporated the key elements of reciprocal reading.
Methods:
The participants were Year 3 and 4 students, with a focus on target tracker children who are EAL. The teachers followed a lesson-study approach and the children were put in mixed-ability groups. Methods used included a lesson-study approach, a new guided reading carousel incorporating reciprocal reading strategies, high-quality teacher modelling, child-led group discussions, speaking and listening sessions, sentence stems and visual resources, and a positive reading environment.
Findings:
The main findings are that the shift to more child-led reading sessions has resulted in increased participation and motivation, better reading comprehension, improved paired and group discussion, and positive attitudes to reading.
Implications:
The findings suggest that reciprocal reading has improved reading comprehension, increased participation and motivation, and improved speaking and listening skills. Mixed-ability grouping can expose lower and middle attaining children to better language models, comprehension, and positive reading attitudes of their higher attaining peers.
Description
Keywords (free text)
speaking and listening , reading , language , primary education