Your browser is no longer supported

For the best possible experience using our website we recommend you upgrade to a newer version or another browser.

Your browser appears to have cookies disabled. For the best experience of this website, please enable cookies in your browser

We'll assume we have your consent to use cookies, for example so you won't need to log in each time you visit our site.
Learn more

WRITING SKILLS FALL BEHIND READING, FIND INSPECTORS

  • Comment
Young children are not as proficent at writing as they are reading Her Majesty's Inspectors (HMI) found in a survey...
Young children are not as proficent at writing as they are reading Her Majesty's Inspectors (HMI) found in a survey published today. The inspectors looked at the reading and writing skills of children in reception and first year (Year 1) classes in 30 primary schools last spring.

90% of reception and 82% of Year 1 classes achieved satisfactory or better standards in reading compared with writing standards of 72% and 71% respectively.

The report, published by the Office for Standards in Education, says that the teaching of writing has not received the same level of media attention, in-service teacher training or focussed consideration given to the teaching and learning of reading:

'There is even less of a consensus in early years classes as to how best to teach writing and there is greater variation in practice. The teaching of writing is less systematic than the teaching of reading and many teachers find it difficult to strike a balance between total freedom and total direction.'

Inspection showed that standards of literacy were strongly influenced by the children's background and experience of reading and writing before starting school as well as by the quality of teaching. Not surprisingly where good teaching and advantaged backgrounds coincided, standards were highest.

Nevertheless, HMI found that all teachers gave reading and writing a high priority and adequate time. To an even greater extent than in the previous surveys on reading (published in 1990 and 1991) they saw an approach to literacy in all classes which used a mixture of teaching methods. No teachers, for example, relied entirely upon 'real books' or 'phonics'.

The report concludes: 'Despite much attention having been given in recent times to the discussion and development of the teaching of reading and to a lesser extent writing, the schools remained anxious to do better and literacy was often seen as a continuing priority for curriculum development.'

  • Comment

Have your say

You must sign in to make a comment

Please remember that the submission of any material is governed by our Terms and Conditions and by submitting material you confirm your agreement to these Terms and Conditions.

Links may be included in your comments but HTML is not permitted.