Self Evaluation in Reading
Before conducting any form of audit of provision and outcomes it would be useful to consider ‘what it means to be a good reader’ from the perspective of senior leadership, subject leadership, teaching staff, support staff, parents, carers and fundamentally pupils.
Whilst there is no finite answer to this, as clearly this depends on the nature of the reading being undertaken, there are certain key characteristics.
Good readers use phonics first and read with accuracy and fluency. They monitor their own understanding, orchestrating a range of strategies to ensure comprehension including re-reading and drawing upon contextual cues. They also apply taught skills including inference, deduction, skimming and scanning. ‘Good readers’ are far more likely to enjoy reading across a wide range of text types.
With permission from Maddy Barnes
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Self-evaluation tool from DfE Reading Framework: