What Kind of Reader are You?

 

When I looked at our survey results, I noticed that 57.9% of our class said they are currently reading a book for enjoyment, while 42.1% said they are not. This tells me that more than half of our class already see themselves as readers who read for pleasure, which is a positive start.

However, a large number of students are not reading for enjoyment at the moment. This makes me reflect on how I can better support those students to build their reader identity. I need to continue modelling my own love of reading and use Think-Alouds so students can see how a good reader thinks, questions, and makes connections.

These results show that we still have work to do in building a strong reading culture in our classroom. My goal is to help all students see reading not just as a school task, but as something they can enjoy and choose to do independently. By understanding where my students are at, I can plan more intentionally to accelerate the progress of my target learners and strengthen their confidence as readers.

RPI Day 1 Reflection

 What did I learn that increased my understanding of an effective reading programme ?

This week we focused on the characteristics of a good reader. I learned that good readers do more than just read the words. They decode and make meaning, use strategies, read to learn, enjoy reading, and read widely. They grow in confidence and participate in the classroom, at home, and in society. This helped me understand that an effective reading programme must build skills, confidence, and motivation — not just accuracy. Classroom culture and clear ground rules for talk are important so students can share ideas and learn from each other.

McNaughton (2020) says students need independent engagement and motivation in reading and writing. Confidence and achievement are connected. This reminded me that building positive attitudes towards reading is just as important as teaching the skills. I also learned about the idea of teachers as readers. If we want students to enjoy reading, we need to be reading role models. This means knowing our students, knowing children’s books, sharing our enthusiasm, and encouraging reading for pleasure.

Reading across the curriculum is also important. When we teach reading skills in all learning areas, we help grow good readers who can use reading to learn in every subject.

What did I learn that could improve my capability and confidence in teaching reading

I learned that teaching reading is more than just giving students a text and asking questions. It is about modelling how to think, creating strong discussion, and being a reading role model. Understanding what makes a “good reader” helped me see that reading is about thinking deeply, making connections, and talking about ideas — not just reading the words correctly.

I also learned that ground rules for talk need to be clearly taught so students know how to listen, respond, and build on each other’s ideas. This gave me more confidence because I can use the same discussion skills I use in maths during reading time. Using tools like a reader profile survey also helps me understand my students better. When I know their interests and habits, I can plan more purposefully. Overall, this learning helped me feel clearer about my role as a reading teacher and more confident in the strategies I can use in my classroom.

What did I learn that could be used with my learners? 

I learned that I need to be a reading role model for my students. If I want them to enjoy reading, I need to show that I enjoy it too by sharing what I read and recommending books to them. I also learned the importance of really knowing my students’ interests so I can suggest books that suit them. I would take a reader profile survey with my class to better understand their reading habits and preferences. This will help me plan better and support them in becoming more confident readers.

I also learned that ground rules for talk are related to our school values, class treaty, and key competencies, but they are not the same. Ground rules are more specific to how we speak and listen during discussions. This helped me understand that I need to clearly teach and practise talk rules with my students. For example, how to listen without interrupting, how to build on someone’s idea, and how to disagree respectfully. Even though these connect to our school values like respect and responsibility, they need to be made clear during reading discussions. I can use this in my classroom to improve the quality of talk and help students think more deeply about texts.

What did I learn that could be shared within my wider community, with either colleagues, or whānau/aiga? 

I learned that being a reading role model is very important. This is something I can share with my colleagues — that when we talk about books, recommend texts, and show our enjoyment of reading, it makes a difference to our learners. I can also share with whānau/aiga that simple things at home help build strong readers. Talking about books, listening to children read, and encouraging reading for pleasure can grow confidence.

Another key learning I can share is the value of using a reader profile survey. This helps us understand students’ interests and habits so we can better support them both at school and at home. Overall, I learned that growing good readers is a shared responsibility between teachers, students, and families.