Reading inquiry 2020

In the second part of this year I will be inquiring into my reading practise as guided by our school wide reading professional development.  As a school we will be utilising the skills and experience within our staff to build the reading capability of all PES teachers.  Over the course of several staff meetings we will be focusing on the literacy instruction methods of Gwenneth Phillips as we seek to build a shared understanding and common instructional language across all year levels.  As a New Entrant teacher I am interested in Gwenneth Phillips research into early literacy in students from lower decile schools.  

How will my use of consistent prompts effect the reading achievement of my target learners?

My focus group will be three learners who are making only slow reading progress.  My hunch is that although their reading problems may stem from different root causes such as absenteeism, and low confidence.  They all share a lack of phonetic knowledge and instant recognition of high frequency words.

After the interruptions of school closures under Covid-19 alert levels this term I have begun my inquiry into my teaching practise with these students in Term 3 week 8.  This is the first time all the students have been present in the classroom.  None of these students accessed online learning.

I will be recording my instructional lessons with these students and recording my use of "Gwenneth prompts" as a measure of the students errors/confusions and my use of the appropriate (or not) instructional script.

I would hope to see that as my use of correct prompts becomes more consistent the students will be able to find their errors and correct them.