Reading – A Partnership between Home and School
An effective partnership between families and schools through authentic, respectful dialogue and collaboration is essential and should be supported, appreciated, and cultivated.
If you have concerns about your child’s reading, talk to the teacher first. Working with your child’s teacher is vital if your child is experiencing difficulties. The school will identify your child’s strengths and reading needs so that the most appropriate help can be put in place. The school may bring in other people to decide if your child needs additional support, such as a specialist teacher or student support opportunities.
Schools encourage parents to tell them about any concerns they might have by:
- identifying reading and spelling abilities right from when your child first starts school using the transition statement worked out with your kindergarten
- regularly reporting and monitoring reading progress
- may provide access to specific literacy support for children not making expected progress by the end of the first year
- targeting the teaching in class to assist any children with reading difficulties
Start talking to your child’s teacher as soon as you have concerns about your child’s progress. The teacher may also approach you. A conversation might include concerns about your child’s progress in reading, their attitude towards learning and their self-esteem; what you and the teacher have noticed and when it was noticed; what you and the teacher are doing to support the problems (for example teaching which concentrates on the reading difficulties) support in the classroom, or supportive home activities.
The information that the teacher can share with you also helps for a partnership such as, assessments and overviews of your child’s learning; specific difficulties your child is having and how they are being supported at school; your child’s strengths; and how you can help at home.
Features of a successful home-school partnership may look like this: reading difficulties are identified early; students are helped to make out the sounds in oral language, match sounds to letters, and learn the meaning of words; practical support is provided; activities and tasks that allow students with difficulties to recognise not only what they have difficulty with, but also their strengths (a common strength among children is the ability to recognise images and to visualise).
Head of Junior School