Identifying Difficulties with Reading

Reading is a complex skill which most children learn relatively easily.  For some children it is a skill that they learn with great difficulty.

The model of reading found in the Rose review is a helpful one.  It divides readers into four main groups.  Children with a specific learning difficulty such as dyslexia, have difficulty decoding due to weaker phonological skills and memory, resulting in poor scores in single word reading tests.  Often, but not always, they have better reading comprehension although their reading accuracy can impact negatively on this.  Some children have overlapping difficulties such as speech and language delays or disorders, which can also affect their reading comprehension abilities.

Click on the simple view of reading tab to download a copy, which is based on the model discussed by Sir Jim Rose.  If you are a class teacher, why not place the children's names in your class in the four sections?  Use this as a starting point to help you meet their needs.

Simple View of Reading

As Specialist Teachers we use a form of miscue analysis or running reading record to examine a child's reading behaviour.  This helps us to see the type of strategies a child uses when reading and helps formulate next steps to help enable a child's reading to progress.

Click on the miscue tab to download a miscue sheet.  The Base has a miscue reading training course which can be accessed by our outreach schools.  Please check our Inset page to see if a course is running this term, alternatively please contact your school link base teacher.

In addition, at the Base we have a range of standardised reading assessments that we can show or loan to schools for evaluation.

Reading Miscue Record Sheet