Page 121 - Reading Nest - The Supportive Literacy Environment Handbook

Today, descriptive feedback is often used at the end of a period and in annual summaries.
If all these children were in the same class in the first year (it is possible, reading skills can

differ greatly in the first year in our schools), feedback of the first trimester in the mother
tongue might read as follows:

Mary, you have a great interest in books! You study and look at them regularly for long

periods. You can write your name using a sample. You know some letters and learn more

every day. I am sure you will know them all soon! (Given her reading skill the text is for

parents to read aloud but targeted at the child. At first it is read to her by the parents but

possibly she will read it herself soon and is happy that she has made a big step in her

reading).

Jane, you can spell well. You recognise some longer words too. You can already read

shorter words by yourself. It is admirable that you try to write different texts, practice

makes perfect!”

For John: “You can read fast and understand the text well. You have a rich vocabulary and

good imagination. When you read aloud to the others, imagine you’re an actor or
newsreader, it makes you easier to follow.”

For Tom: “Your diagrams look great! Use them in writing too. You can read, find books,

comics, and magazines which interest you. And keep reading - and you will become an

even better reader!”

When these recommendations accompany suggestions made in appraisal reviews
described above, one may presume that the reading motivation will be retained by these

children and both the children and parents know what to do next for the child’s literacy
improvement. ...