Reading is a process by which children can, on the run, extract a sequence of cues from printed texts and relate these, one to the other, so that they understand the message of the text. Children continue to gain in this complex processing throughout their formal education, interpreting statements of ever-increasing complexity”. I am interested in how teachers motivate children to read, “teachers do not ‘teach’ reading but support children through the process”. Therefore,...
Reading is a process by which children can, on the run, extract a sequence of cues from printed texts and relate these, one to the other, so that they understand the message of the text. Children continue to gain in this complex processing throughout their formal education, interpreting statements of ever-increasing complexity”.
I am interested in how teachers motivate children to read, “teachers do not ‘teach’ reading but support children through the process”. Therefore, my research question outlines the impact of reading on children’s confidence and progression within this area.
I am interested in this area as I believe reading can be a base for shaping a child’s whole education, however, there are two sides to reading, decoding and comprehension as set out by the ‘Simple View of Reading Model’. I want to investigate how reading assessments, both statutory and non-statutory, including interventions, can motivate children to read in KS1, developing both decoding and comprehension skills.
