Reading at Key Stage 2

Select a non-fiction text for use in school for a particular age group.

The following questions are designed to help you to focus on some of the reading problems that non-fiction texts can present to inexperienced readers. Think about them in relation to your own search for answers.

a) The author

• Are you given any information about the author?
• Is s/he an expert in the field? Has s/he any educational experience?
• Why are these questions important? Where are they covered in the National Curriculum and NLS?

b) Text level: the structure and layout of the text

• Is the text structured to make it easy to locate relevant information i.e. does it have contents, index, glossary, chapters, headings, and bibliography?
• Does the book actively involve the reader in any way?
• Does it require global reading? For example, is it like a web page with a mixture of illustrations and text of different sizes so that it is not obvious where you need to start reading? If so where/how do children learn to read these texts?

c) Text level: the content of the text

• What knowledge of the topic does the writer assume that the reader brings to the text e.g. concepts, technical terms?
  
• Are new concepts explained in the text?
• What kinds of illustrations are used e.g. artists’ representations, photos, maps, charts, cross sections, diagrams, aerial views, graphs, cartoons?
• Will children understand these e.g. cross sections?
• Do the illustrations support the text? Add detail?
• Is the information correct? Look at the date of publication, author information, and bias.
• What assumptions are made about reading ability?

d) What are the underlying assumptions of the text?

• Read Medwell et al (2002: 193 - 196) so that you are clear what is meant by this question

e) Sentence level (adapted from Perera, 1984). Does the text include examples of any of the following syntax use?

• Short sentences: these are not always easiest to read as they can be less cohesive.
• Certain kinds of long sentences with embedded clauses can also impede children’s comprehension in the following ways:

  Interrupting constructions e.g. Neanderthal Man who hunted the bison and the woolly mammoth and fought the cave bears for their homes, made dozens of different kinds of flint tools. Inexperienced readers can forget the beginning of the sentence as they read the middle. Years 5/6 should practise writing these so that they can see how to read them.

  Advanced subordinate clauses e.g. Mammals are warm-blooded creatures whose temperature stays the same whatever the weather. Clauses introduced by 'whose' do not usually appear in speech or writing until KS3, but of course you can model their use earlier.

  Verb Phrases (this can be one word or several) e.g. The castles are usually built of wood and stone and are situated near a water supply. The use of the passive form (are built/are situated) can make it harder to read for children who are used to fiction where active verbs are more normal. Who is doing the action here? Using the verb in the active form often makes it easier for children to read e.g. The Normans usually built their castles of wood and stone and situated them near a water supply.
  Noun phrases (which can be one word or several). Scientific writing has many more complex noun phrases, which place a heavy burden on short-term memory, especially of inexperienced readers e.g. The remains and shapes of animals and plants buried for millions of years in the earth’s rocks are called fossils.

f) Word Level
Technical terms/subject specific vocabulary can present problems if no clues are given as to meaning. This is where use of pictures may help.

g) Having analysed the structure and language of your chosen text, how would you use it in class?

References

Medwell, J., Wray, D., Mines H., Griffiths, V., & Coates E. (2002) Primary English: Knowledge and Understanding Exeter: Learning Matters Ltd

Perera, K. (1984) Children’s Reading and Writing Oxford: Blackwell