Reading

In response to reported concerns about the use of "cueing" methods in teaching children to read, (where children are encouraged to use pictures or context to guess words), Lynne Neagle, the Cabinet Secretary for Education in Wales, stated that the Welsh Government does not endorse cueing methods. She emphasised that synthetic phonics should be the primary method for teaching reading, describing it as the building blocks of reading instruction so that children become phonically fluent, before adding in broader strategies.

In 2021, Estyn recommended that primary schools: strong focus on developing learners’ pre-reading skills, for example through songs, rhyme and music; fostering a love of reading and literature is a priority; whole-school strategies for promoting reading for pleasure: reading to learners, providing opportunities for learners to read aloud, sharing complete novels with learners, and providing time for daily independent reading; teachers are advocates for reading; do not stick too rigidly to a reading scheme that stifles learners’ enjoyment; whole-school strategy to improve decoding skills, build vocabulary knowledge, or develop learners’ responses to what they read; take sufficient account of learners’ developmental stages and avoid introducing phonics teaching too early; encourage disadvantaged learners and their families to enjoy reading; opportunities for adults to role-model reading in key stage 2, including Welsh literature in Welsh-medium provision.

In May 2023, Estyn also published the report: Developing pupils’ English reading skills from 10-14

Developing reading-rich cultures in schools is a key focus for WG.

Many schools across several clusters have successfully worked with Empathy Lab in order to carefully curate learners’ reading experiences.  As well as developing reading skills and attitudes to reading, this also develops wider goals, such as empathy and broader diversity within the curriculum. 

Opportunities to capitalise on developments in edtech for example, Reading Progress in Teams, to develop reading fluency, are being used o good effect in a few schools.  Reading Coach is also available in Hwb which offers pupils even more autonomy and is about to be piloted.  (Videos for both are in Practical Ways Forward below).

• Systematic Synthetic Phonics (SSP) programmes, such as RWI and Tric a Chlic, support the development of reading skills when begun usually during Reception when learners are developmentally ready, paced according to learners’ progress, and when implemented with integrity (see here for an overview of one model of progression in phonic knowledge).  We do not yet know which programme is having the most positive impact in Pembrokeshire schools.  SSP programmes need to be complemented by wider approaches to developing reading-rich cultures within schools, eg reading high quality texts to learners, providing opportunities for learners to read aloud, sharing complete novels with learners, and providing time for daily independent reading.

• Family engagement opportunities are necessary to develop strong reading habits at home, without which progress is delayed. We have developed guidance to support families, reading volunteers and peer tutors who are reading alongside early readers.

• Develop learners’ pre-reading skills, for example through songs, rhyme and music, and foster a positive attitude towards reading and a lifelong love of reading and literature, in a highly visible reading-rich school culture.

• Structured approaches to the teaching and development of reading, such as guided and reciprocal reading, have been found to be effective in developing comprehension, analysis, synthesis etc, as well as increasing engagement in reading for pleasure. 

• Ensure that learners access and select reading materials that are well-matched to current reading skills, interests and growing a familiarity and appreciation of Welsh literature.