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Reading

DPS Melanie Clark take home reading

Dardanup Primary School 2017

Take Home Reading Program

Books sent home for individual Home Reading have been levelled and placed on a continuum according to a wide range of characteristics:

  • Subject matter/Concepts
  • Sentence Structure
  • Story line/Plot
  • Text Complexity
  • Print length and font
  • Punctuation
  • Letter patterns, sounds, meaning
  • Vocabulary
  • High Frequency and Sight words
  • Use of illustrations
  • Layout etc

Levelled texts are designed to support children as they learn how to read. Each level exposes children to these differing characteristics. Children progress along this continuum to learn about the differing concepts of print. As the level increases, so does the complexity of the reading process required to read it well. Your child is regularly monitored to determine whether the texts selected are at an appropriate level.

For independent/home reading to be effective we commonly use books that children can read with about 97-100% accuracy, i.e. 3 or less errors per 100 words. An easy text allows children to focus on the meaning of the story, recognise when errors are made and assist in developing self-correction skills, fluency and expression.

It is essential that children take home books they CAN read independently. We want them to have lots of practise reading with ease and allow them to celebrate their successes with their families. Children also need to be able to make sense of what they read, as this is the primary purpose of reading.

Children are exposed to ‘harder’ texts within class sessions with the support of the teacher. A challenging or instructional text is one that is read with about 90-94% accuracy. This level provides an opportunity for experimenting and learning about reading while being supported by a teacher or parent.

A very difficult text is one that is read with less than 90% accuracy. The child reading this text spends so much time decoding words that the meaning and fluency is reduced. The reader may seem lost, frustrated, and usually lacks enthusiasm for the task. Parents are encouraged to read these texts to/with children at home to model good reading behaviours.

There is an unfortunate belief that teachers must give children ‘hard’ books if they are going to improve reading performance. Research suggests otherwise.

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We at Dardanup Primary School, want to create a community of children who enjoy reading and do not find it difficult or a labour intensive task.

If you require any further information about our reading program or the use of levelled texts, please do not hesitate to ask.

Melanie Clark

Principal