This increases their ability to read lengthy and challenging texts independently. The pupils reflect on what the texts mean, analyse, and discuss them with the other pupils. The National Literacy Strategy Framework for teaching and English programme of study is directly related. The framework offers a comprehensive basis for the implementation of statutory needs of the programme of study for writing and reading (Department for Education 2011, p8).
Most children entering Key Stage 2 are not certain about their reading processes. Some of these children require specialist assistance and they still require all the experiences offered to the Key Stage 1 children. Other children make a considerable beginning with reading but in the process, they are not able to comprehend majority of the words they are reading in the books with any fluency or speed. They frequently regard themselves as poor readers and they get little pleasure from what they read. These types of children require texts they can manage accurately and those that offer them maximum satisfying experience (Bentley 1999, p93).
Data from Lancashire County Council indicates that pupils underperform in reading by; (a) the failure to evaluate the author’s methods in offering an impact on the audience, (b) being not capable of citing evidence for their own opinion from the text and, (c) being not able to draw basic conclusions concerning a character or a situation. Boys fail to perform in reading because they find it difficult to engage with un-macho texts, for instance, they dismiss all female characters as ridiculous (Martin and Waters 1999, p159). It is suggested that in the western societies, the media particularly the television is replacing reading as the main interest of young people. The loss of interest in reading is very worse especially among the boys. The situation has been worsened ...Show more