Page 119 - Reading Nest - The Supportive Literacy Environment Handbook

The teacher may also approach the school’s speech therapist – would mistakes at the
beginning of the second year perhaps indicate reading difficulty? The speech therapist

speaks to the girl and plays with her and finds out that the girl has a good sense of
phonemes but in some cases cannot decide which letter to choose. Teacher’s negative
feedback has made her aware of something she cannot do, and she might say to herself:
“and will never learn to do.” The speech therapist may console Mari, her parents and the

teacher that this is a concern which can be overcome with practising. The therapist also
has a number of exciting games which help Mari understand the system of writing in

Estonian.

When the teacher identifies an issue and tells the child and parents but does not indicate a
solution, it is like a diagnosis without cure. There is little benefit giving feedback that John

does not understand textual tasks in maths while something such as the following might
be recommended:

“From time to time you should make mathematical stories with John at home – write up
different numeric data and discuss what they show and which operations should be made
then. The more practical the tasks are, the better: for example discuss what time a guest
arrives and in how many hours; how much pocket money he gets; milk and bread cost a

certain sum of money and he gets a different sum for shopping; how to share sweets/apples
among friends etc. He needs personal experience that textual maths exercises are one of

the best ways to write up everyday issues and riddles.”

An experienced teacher is able to notice both achievement and deficiencies. The prime
focus is on strengths and skills but the teacher also gives feedback and recommendations

to the child and the parents for working on areas requiring enhancement. For instance, the
class teacher in the previous chapter could tell John’s and Tom’s parents of all the strengths
the boys have. Issues and mistakes are not to be denied, but instead of focusing on them,

the teacher should make recommendations based on the strengths of a particular learner.
The teacher might tell the parents:

John can read aloud fast as well and he is very proud of his speed, however speed is not
the most important aspect in reading aloud. At home you should play acting or news
reading, where the actor has to emphasise an essential message and idea of the text. John

already has a budding actor in him; a newsreader also has to read at a good speed but
also sufficiently clearly and loud. He should try “reading the news” on topics interesting
for him, e.g. talk about distant lands and nations or host a cooking programme presenting

a particular cuisine.