Phase 1 Inschool consultation with Head Teacher to discuss

1
Overview

• Phase 1 In-school consultation with Head
  Teacher to discuss
• target areas and possible project outcomes
• Phase 2 In-school reading audit and pupil
  survey
• Phase 3 Analyse pupil survey and refine target
  areas
• Phase 4 Select and action activities to take
  forward
• Phase 5 Review project and prepare
  presentation

2

• Project Outcomes
• Raise attainment for children working towards
  level B
• Improve confidence and stamina for same group
• Encourage reading for enjoyment especially for
  boys
• Content
• Provide new reading area with books chosen to
  appeal to boys
• Provide familiar extended reading texts (no
  illustrations) for
• all classes with children working towards
  level B
• Next Steps
• Encourage greater use of new reading area for
  nearby classes
• Continue use of extended texts for all children
  working towards level B

3
Create new reading area in P4 - P6 corridor

• Reading to reflect writers
• ideas and craft
• be able to answer questions at a literal level
• be able to predict outcomes
• be able to pick out and highlight text
• pick out more than one idea

• Reading for enjoyment
• able to enjoy texts supported by fewer pictures

Use new community library
Pupil survey
familiar texts with no pictures
familiar texts as whole page
Moving readers on from Level A to Level B
skim/scan techniques
childrens own questions

• Reading aloud
• record their own reading on tape to
  show how fluency aids conveyance of meaning
• attention to stress, pause and emphasis and how
  to use them

build confidence
build stamina
Rewards system
4
Reading Survey

• I am a boy c girl c
• I am c years old
• I like reading a little c a lot c
• How good a reader am I? Score 1 10 c (10
  being excellent)
• What do you think? T for True or F for False
• a) Reading is more for girls than boys
  c
• b) Reading is boring c
• c) Reading is hard for me
  c
• d) Reading is important c
• e) I only read at school
  c
• f) I like reading by myself
  c
• g) Reading is fun
  c
• I like to read in these places tick which ones
• Home c Friends house c
  School library c
• School c Outside c
  Town library c
• In bed c

5
Reading Survey P3/4 The following information is
based on a survey carried out with children in P3
and P4. The total number of children involved was
39 14 girls and 25 boys. The graphs only show
where there is a difference of more than 10 in
the figures. All graphs show .
The children were asked to put true or false to
the following statements. The graph shows the
numbers who agreed with the statements (i.e. true)
Reading is more for girls than boys Reading is
hard for me Reading is important I only read at
school Reading is fun
6
Reading Survey P3/4 continued
This graph refers to question 6 on the survey.
The children were asked where they liked to
read. There were no major differences for reading
At school, In bed, Outside or at the Town
Library. Both boys and girls rated the school
library highly ie. gt90 per cent.
The children were asked to rate their own reading
ability on a scale of 1 10 (10 being the
highest score.)
Conclusion The biggest differences of opinions
were regarding whether reading was more for girls
than boys 64 per cent of boys said yes, only 8
per cent of girls agreed with this. 93 of girls
considered reading was important while only 68
per cent of boys shared the same opinion. However
when it came to rating themselves as able
readers, 84 per cent of boys put themselves at
the top of the scale while only 57 per cent of
girls did the same.
7
P5 and P7 Reading Survey
A total of 41 children participated in the survey
19 girls and 22 boys.
1. How much do you like reading?
 
2. On a scale of 1 10 how good a reader do you
think you are? (not very good) 1 2 3 4 5 6
7 8 9 10 (excellent reader)
3. What do you think about reading? (The
figures are only included in this table if there
was a difference of more than 10 per cent in the
findings).
Over 70 of both boys and girls agreed reading is
important and like going to the library. The of
children who neither agreed or disagreed was
girls 29 and boys 49.
 
8
4. Which of the following do you like to
read?
The only item which was more popular with boys is
comics.
9
5. What types of fiction do you like
reading?
Many of these results may have been expected but
it is interesting to note that more girls than
boys prefer adventure and comedy books.
10
6. What types of non-fiction do you like
reading?
Only 2 categories of non-fiction showed a
significant preference by boys. These were
computing and sports. It is interesting to note
that cookbooks showed a similar rate of interest
for girls and boys.
11
7. Where do you like reading?
It is encouraging to note the popularity of the
school library as a place where the children
(especially the girls) like to read. However the
low score for School lessons must be an area for
concern.
12
8. Which of these would make you more likely to
read. Only the scores for the boys are shown as
it is apparent that they generally need more
encouragement than girls.
Library visits Stickers Prizes Certificates Booksh
op visits Having friends that read Your own web
page Winning a competition Reward in
Assembly Trip related to your interest Letter to
your parents praising you Free choice time in
school Meeting authors/celebrity readers Praise
from teacher
13
9. Which activities would you like to do to help
yourself and others read more? Again only the
boys responses are shown.
Note 2 common classroom activities talking
about favourite books and writing books reviews
did not rate highly with the boys.
14
11 . Who would you prefer to read to and discuss
your reading with? Only boys responses are shown.
15
Conclusion   This survey appears to confirm the
general opinion that, though boys regard
themselves as able readers, they do not think of
reading in a positive way. A preferred
incentives to encourage their reading were
prizes! A clear leader in regard to activities
which would help their reading were games. (This
was the preferred option for girls too.)