Shock as children fail to hit reading targets
AN ALARMING number of primary school children cannot read properly – and boys are the most likely to fall behind.
Almost a quarter of fiveyear-olds in Sefton failed to reach expected reading targets, the latest figures show.
Among boys, that figure rose to more than a quarter, while for girls it was less than one in five.
The data – published by the Department for Education – is based on “early learning goals”.
These are a series of classroom assessments covering children’s physical, intellectual, emotional and social development.
They are seen as key indicators of how well youngsters are progressing.
The assessments must be carried out in the final term of the year when the child turns five.
In 2017/18, 2,992 fiveyear-olds were tested in the borough in areas including Southport, Formby, Crosby and Bootle.
Of those, 717 (24%) failed to meet expected targets in reading. While 19.1% of girls failed to achieve that standard, among boys it was 28.5%.
Children failing to meet expected levels of reading
cannot read and understand simple sentences.
They are also unable to use knowledge of phonics to read words aloud accurately, or demonstrate understanding when discussing what they have read.
The situation was worse in Liverpool than anywhere else in Merseyside.
In Liverpool 5,330 children were tested, with 1,522 (28.6%) falling behind; 2,691 of those (34.5%) of those were boys, with 2,639 (22.5%) girls.
Campaigners warned that video games and social media could be distracting youngsters and said parents should make more time to read to their children.
Diana Gerald, CEO of BookTrust, a charity that aims to get children reading, said: “Research has found that children who read for pleasure – ie books they enjoy for fun in their own time – do progress faster.
“Technology is having a big impact on children today in many facets of their lives, including reading. Video games and social media are continually proven to be a significant distraction for children.
“Screens aren’t bad per se, so long as children have balance – including time outside and time with books and reading.
“Reading together can spark conversations and shared experiences where screens can be more isolating.
“The other impact of technology, of course, is parents spending time on their phone or watching TV – we really encourage families to make time to share stories, especially at bedtime.
“In fact, children who aren’t read to in the early years start school a year behind their peers, a gap that only widens as they get older.
“Reading is a marathon not a sprint, so don’t worry if your child doesn’t seem to love reading.
“Read with them and to them, keep trying new books until you find something they don’t want to put down or don’t want you to stop reading.”
Nationally, 23% of children tested in reading and 26.3% tested in writing failed to meet expected levels of development in 2017/18.
Angela Fuggle, head of programmes at the literacy support charity Coram Beanstalk, said: “We know that there are many reasons why children might not receive the regular support and encouragement that helps reinforce structured classroom learning and positively impacts on their experience of reading.
“English many not be the main language spoken at home, parents themselves may not feel very confident reading with their children, busy lifestyles can get in the way of making time to read regularly.
“One of our reading helpers recently told us that a child she was working with didn’t know which way to hold the book up – but could easily navigate an iPad.
“It’s so important that mobile devices do not become a replacement for books.
“Spending more time enjoying real books and chatting about them together on a regular basis can make so much difference and is something we continue to encourage in the home environment as much as possible.”
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