A Reading Survey

 I conducted a survey for Years 4 to 8 on to see how much they read independently and to have an insight to barrier for reading independently. I also wanted to know what kind of books they read. This might help me shed light on helping them with reading materials.

This was not an easy tasks because I did it during Covid lockdown. My intention was to involve the parents with the questionnaires.  I managed to speak with some parents via google meet regarding the survey. 

The Responses from a reading survey

THE FINDINGS

1. Of the 60 students survey, they know the importance of reading, which is reflected in their responses.

2. They know that they are not great in reading

3. They know they don't read enough

4. The would like to read more as they know the importance of reading.

WHAT IS NEXT?

The Effect of Covid

 The Lockdown and My Inquiry

Term 2

The term begin with learning from home. I focussed on the wellbeing of learners. We learned to use the google meet and discuss the protocol involved to ensure that we are productive when we are meeting online. It was totally a different experience for the students and myself.  I am aware of how conscious my students are in showing their background. They feel that we are invading their privacy. I have to agree with them and we talked about it. It was a great opportunity to enter the students' world at home.  It is a great way to get the parents' support and to make them aware of what is happening with their children's learning. 

Because my inquiry was in its initial stage, I tried to encourage my students to read something. I encouraged them to go to read online if they don't have a book (doubt it). 

The Lockdown

 The Lockdown and Online Distance Teaching and Learning 

What an unforeseen situation! The students left with urgency and a sense of anxiety. It is not to say that I wasn't but I have to work franticly to ensure that all learners at Te Wairua Pakiki Learning Space ( years 4 -8) has a device to access learning during this time (66 learners). Within 3 days, devices reached every single learner.  What's next then?

In term of readiness for this situation, it wasn't hundred percent, however, there is satisfaction, knowing that our learners can use their netbook and can access the learning site to various degree. 

Recalling a Lead Teacher Meeting, in the past weeks, Fiona, has alerted all of us to this situation. It helped preparing the staff and myself too. So our new learning journey began.

Identifying and Deciding area of focus for my 2020 inquiry

DECIDING ON A FOCUS FOR MY INQUIRY FOR 2020 

Explain why you judge this to be the most important and catalytic issue of learning for this group of learners this year (WFRC #3)

Where can I concentrate my energies in order to change the experiences and outcomes of my learners and be a powerful contribution to the whole school and cluster goals?

IN collaboration with the senior team and the staff at the TWP (Years 4 - 8) part of the school, I decided to focus on DEVELOPING A LOVE OF READING, WITH PARTICULAR FOCUS ON THE YEAR 8 STUDENTS AND THEIR SIBLINGS. 

The thinking behind the choice - 

Looking at the Year 8 data in Reading, Writing and Maths, there is an evidence that there is no great shift. There is evidence of fluctuating at the beginning of every year.

I have implemented strategies from Aaron and Jannie and they proved successful, however, I was looking for sustainability in learning. Something that can have long term effects on learning.

Once the Year 8 students moved on, they can use it at college but I have to re-teach the next lot of students. YES, totally agree and the more I do it the more I can tailored it for the learners. 

The conversationalist approach and the go deep and wide approach will always have impact on the learning. It need to start from the younger level not just when they get to year 7 & 8. That is another conversation. However, I want to grow a love of reading in all learners to enable them to have a choice in what they read and know what their interest are. 

So I am embarking on this journey, not just the Year 8 but with their siblings. Developing a love of reading early will have a lasting effect on their academic success.

What does the Literature say about Reading for pleasure and academic performance, 

According to a study on The impact of Pleasure Reading on Academic Success  by  Whitten & Labby (2015), Reading helps students think critically and improves reading comprehension skills, which is beneficial in every subject area measured in their study. However, the benefits of pleasure reading do not end in the classroom. 

In another study by Horbec, D. (2012).stated that reading habits have been correlated with academic achievement. Students who have developed the habits of reading academic and non-academic materials develop their comprehension of concepts, critical thinking skills, and verbal fluency and ultimately have better academic outcomes.

However,  most literature on the impact of personal reading on academic achievement, have identified that reading for pleasure have declined in teenager group. 

The Journey for 2020

 This year 2020, I have decided to take a different approach to my Teaching As Inquiry. 

In the past few years, I have focussed on  developing thinking and conversation skills with focus to accelerate the achieve of my learners in Reading, Writing and Mathematics. I had the support of Jannie, to implement strategies to raise the conversational skills of my learners with the hope that conversation will drive the thinking to engage more in learning. 
Deep dive into reading was a success in my learning space. Students come to the reading discussion wth some ideas. However, I noticed that it became onerous. The students needed more than that. Vocabulary was a big need and their general knowledge of their world and what around them is very limited.

I used a lot of articles shared by Dr van Hees. It was great to open opportunity for students to learn about current issues. However, I feel there is more to be done. 

What can it be?