Introduction,+Conclusion+and+Proposal

= = e.g. diluted or differing views on how to deliver Early Years || ** Lack of Whole School agreement ** e.g.  Approaches to teaching literacy vary from one grade to another, confusing students || ** Establish a Professional and Development Culture ** that creates an environment which skills teachers and promotes respect, cohesion, and shared goals An agreed upon balanced literacy program and appropriate timetabling || Tends to alter markedly from Prep-2 where assessment is designed to develop students’ reading skills and years 3 /4 where students’ ability to learn through reading is the focus. Accessing appropriate diagnostic testing for targeted teaching is also problematic. || ** Insufficient provision of support ** for teachers administering individual assessment Receptiveness to new learning || ** Ineffective models of pedagogy ** Lack of differentiation Lack of support for intervention beyond grade one || ** Opportunities to grow as a teacher in order to grow students ** Coaching and mentoring Targeted Professional Development Structured Professional Reading Instructional Leadership Teacher Professional Leave || Less emphasis on reading with children at home as students move into middle primary years and develop basic independent reading skills || ** Parent education ** Parent involvement in classrooms with training Continued emphasis on parent / school partnerships || By Grades 3 /4 underachievers in reading feel helpless following repeated failure Lower expectations for success and lower persistence for reading Attribute failure to themselves and success to factors beyond their control || ** Additional Support ** through intervention programs delivered by skilled practitioners Accurate diagnostic assessment and targeted direct teaching and practice ||
 * ** Major factors identified as negatively impacting on reading success for students in Grades 3 /4 ** ||  ** Evidence ** ||  ** Possible solutions **  ||
 * ** Inconsistency in teaching practices **
 * Lack of Whole School Literacy Plan and adequate timetabling **
 * Whole school Literacy Plan ** with school community input
 * ** Assessment **
 * Inadequate assessment materials ** for accurately informing targeted teaching || ** Provision of appropriate diagnostic tools and support for administration **.
 * Whole School assessment schedule **
 * Start Early – ** teach the skills starting from prep that students are going to be assessed on in grade 3 / 4 ||
 * ** Teacher Capacity **
 * ** Parental Involvement ** || ** Parents less visible at school **
 * ** Student self-efficacy / engagement ** || ** Poor motivation and reluctance to read **