SpLD – Reading Recovery and Miscue Analysis
SPEAKER DETAILS: / AUDIO:Judy Grimwood – Reading Recovery Teacher / My name is Judy Grimwood and I’m the Reading Recovery Teacher at Orchard Vale Community School in Barnstaple, North Devon.
Children tend to enter this school with lower than average ability. That’s their starting point.
Classroom interaction / Teacher: Now leave a space, and think about how are you going to find that word giraffe please.
Judy: / We initially assess children in reading recovery in particular with a series of assessments, and we look at all different areas. We look at how they use sounds and letters. Some children don’t work in sound mode, and obviously that tells us something straight away.
Classroom interaction / Teacher: What was the next word? Seven.
Pupil: (sounding out) “sss”
Teacher: Seven. You can do that can’t you William.
Pupil: “sss” “sss”
Teacher: Excellent.
Judy: / We look at how they approach print. We look at their high frequency word reading, and then every single day, I take a running record and I look very carefully at what information the child is using as they’re reading so it’s about continual assessment.
Group work interaction / Teacher: Handa put seven delicious fruits in her basket, like we’ve just done.
Judy: / I work primarily in Key Stage One, children need to be given the opportunity to be exposed to quality first teaching, and for at least a year before they’re even considered for reading recovery.
Reading Recovery Session interaction / Judy: So this is “Zac and the Ducks” isn’t it, this is the new book, that we did yesterday.
Judy / Lexie is in Year Two. She came into programme at Level Zero in reading, and she could write a few simple words, including her name.
Reading Recovery Session interaction / Lexie: (reading) “The ducks, ss, ss, dad…”
Judy: / The book that you take the running record on is not totally unfamiliar to them but it’s a relatively new text. She onlyread it once yesterday.
Reading Recovery Session interaction / Judy: Here you…
Lexie: (reading) “Here you are”
Judy: / When we do the new book, we have a full book introduction. We had a big chat about the book and we’ve looked at it together, and then she’s had a go at reading it independently.
Reading Recovery Session interaction / Lexie: (reading) “The ducks are…”
Judy: / So in the running record which is also known as Miscue Analysis, I mark everything that Lexie does or says. So she has ticks for the word that she gets right, and after the lesson is over, I will go back and I will look at that running record or Miscue Analysis, and I will analyse it so that I know where I need to go forward with my teaching.
Reading Recovery Session interaction / Lexie: (reading) “I am hungry too”
Judy: / I had seen through previous running recordsthat Lexie was using meaning and structure information but not looking very carefully at the way the words look, not looking for visual information in the text. And today she continued not to use visual information as much as I would have liked.
Reading Recovery Session interaction / Judy: Read this sentence again from here.
Lexie: (reading) “Here is some bread”
Judy: / The word she used was ‘some’ instead of ‘the’ and I was trying to get her to look at, you know, does this word look like ‘some’, and getting her to look at the information in the word to see if she could see that it couldn’t be that word because of the way the word looked.
Reading Recovery Session interaction / Judy: Here is.
Lexie: (reading) “Here is the bread.”
Judy: Well done Lexie. I was looking at this word and I was thinking, that doesn’t look like “sssome” because it hasn’t got a “sss” at the beginning has it? It looks like the word “the”.
Judy: / It’s about very closely observing what they do, all the time and picking up and that and feeding that back into their learning.
Reading Recovery Session interaction / Judy: Keep going Lexie.
Lexie: (reading) “Dad said to…”
Judy: / I was pleased with Lexie because she was actually working, she was actually being an active learner,
Reading Recovery Session interaction / Lexie: (reading) ““I am hungry too.” Dad looked in the bag…”
Judy: / That’s one of the things that we have to work on very hard. Children come into reading recovery sometimes, and obviously, come into school being very passive. They think you’re going to do it to them. They think that the learning is going to sort of be done to them. They don’t realise they’ve got to engage in that process. And obviously what we’re working at all the time is encouraging them to do the work so that when you’re not sitting next to them anymore, they can do it by themselves. So you’re trying to encourage this active learning. And for Lexie today, she was doing that.
Reading Recovery Session interaction / Lexie: (reading) “The ducks are looking for bread.”
Judy: “The ducks are looking for bread”. Well done, keep going.
Judy: / Today Lexie was on a Level Four book, and that’s a new level for her. So even though it’s a little tiny step, it’s a big step in terms of the child.
Reading Recovery Session interaction / Judy: Here we go, last page.
Lexie: (reading) ““Here you go hungry Zac.” Said Dad.”
Judy: Wow Lexie well done! Do you know what I really liked? I liked the way you kept going. It was a bit hard in places that one wasn’t it? But you kept trying and you kept looking. Good girl.