Reader Profile Survey Results: Term 1

As part of my inquiry this year, I’ve started by gathering student voice through a Reader Profile Survey. This was something that we did last year for RPI and is something that I have decided to do again this year as well as get my team to try and do in their classes. From this survey in term 1 here are some key findings:

A number of students reported that they don’t read very often outside of school. This is something I’ll need to consider when thinking about how to support reading mileage and reading habits beyond the classroom.

Confidence levels are mixed. Some students feel comfortable sharing their ideas and participating in discussions, but others are still very quiet and hesitant. This lines up with what I’ve been seeing during group reading time, where a few confident students carry the conversation while others hang back.

Talking about reading isn’t yet the norm. The data suggests that many students aren’t regularly discussing what they read, either in class or at home. Encouraging these conversations will be a key part of my focus this term.

Target Group Selection

My target learners are students who are reading from the age of 9-12.5 years. Their learning levels are either just below or at where they need to be. What I want to do is focus on how to extend these learners to be at or above moving into year 7. Common trends that I have noticed is that these students are able to decode really well however when it comes to answering questions that require critical thinking such as applied knowledge, vocabulary and inference questions they struggle. Observations from these reading groups show that there are some confident students in these groups who will share their thoughts and feelings but there is no discussion and often they don’t even refer to the text for their answers. Observations from Vosaic shows that there is a lot of teacher lead discussion, with questions and answers and I am often having to prompt students to share their ideas with each other.

Ways in which I might be able to clarify my problem is through formative assessment looking at PAT reading and STAR as well as running record data from previous years. I will also compare this to 2025 testing data. From observations during literacy sessions I will be able to see students' behaviours towards reading. I will conduct a reader profile in order to see students' attitudes towards reading. I would like to look into research about language acquisition and see if there are some assessments that I can use to see the change in this throughout the year.

Potential tools and measures:

• Formative assessment
• Performance in current testing round
• Classroom behaviours
• Language Acquisition
• Attendance data
• EdPotenial data (longitudinal)