Teacher inquiry 2016

1. Developing personalisation
in reading to foster
engagement
Alisha Spekking

2. Why?
After discussing with my team we decided that we wanted to develop developer comprehension in
our students to further their reading skills. We also decided that reading was a challenging area to
develop personalisation (as texts and questions are often selected and planned by the teacher).
Therefore, it would be a good curriculum area to begin with and supporting motivation and
engagement in our higher ability readers.
Ministry of Education (2006) defines engagement as “participating actively and with understanding
rather than being passive in the learning process” (Ministry of Education, 2006, p. 23). I wanted to
move the conversation and choices to the students, and lower the number of passive learners. As a
result I would be developing learners who were emotionally engaged with their learning. This would
result in a positive and enthusiastic attitude towards reading (Ministry of Education, 2006).

3. What?
What I trialled…
★ Reciprocal reading
★ Students deciding texts
★ Online modelling book
★ Revamp of the reading
corner
★ Using WALT and WILF
★ Literature circles
★ Develop use of NAPE in
literature circles
What happened…
★ Students began to lead and direct
deeper and more quality
conversations about the text
★ Took responsibility for writing down
their own ideas
★ Students knew what was to be learnt
and how they could be successful
★ Became excited about books
(reading wasn’t a chore) and were
excited to choose own book and
respond during literature circle time
What worked …
★ Reciprocal reading
★ Literature circles
★ Using WALT and WILF
★ Using NAPE as a way of self
and group reflection
What ELP says...
1. Studies have shown that when students take part in reciprocal reading, their comprehension improves and they apply the learning to other reading
contexts”
2. Reciprocal reading is a useful small-group procedure that helps develop comprehension and critical thinking of fluent and independent readers”
3. “Reciprocal teaching has been found to be effective in improving the achievement of learners from diverse backgrounds”
4. “Literature circles enable students to extend their comprehension and critical analysis skills as they explore, in depth, texts by a particular author or on a
specific theme”

4. So what?
What has changed in your practice?
I have realised that handing over ownership and responsibility to the learners is not as scary as it sounds. In fact I have realised that
it results in deeper learning conversation and discussion. It isn’t about us it’s about “learners sharing ideas about quality literature”
(Ministry of Education, 2006, p.12). I have thought about ways that I can continue to develop personalised learning in reading such
as, having each child choose their own book to use during literature circle time and then responding to their roles. Each child would
come to the circle with a different book which could carve the way for flexible grouping and personal learning contracts. I would be
keen to explore this further and change my reading programme next year.
What were the outcomes for your learners?
From the target children I surveyed (3x) the majority (all but 1) felt more excited and inspired to read now. When I started with
reciprocal reading they indicated they felt really good about reciprocal reading and the roles that come with them. As the year went
on and I develop the literature circle their feelings about the roles and having to NAPE weren’t as high. This could be due to the fact
it was toward the end of the year. To solve this next year I would start with reciprocal reading for a term and the following three
terms on literature circles so that the learners would feel more confident and be more familiar with it. In terms of comprehension,
The quality of discussion and responses has improved for most. I have taken in their literature circle response sheets each week
and have been amazed at the responses I have received and the deeper level thinking (not to mention doing this self directed in a
group of students without a teacher working with them).