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CertifiedEducation quality
02/2023
Reading Plus
Reading Solutions UK
Reading
Reading Plus is an online, evidence-based adaptive reading programme.
Reading Plus is designed to develop students' reading skills by increasing their vocabulary, comprehension, metacognition – and silent-reading fluency.
Aimed at students in KS2 and above, Reading Plus has a readability range from Y2 to beyond GCSE. It supports students in developing their skills to read well and confidently.
Age groups
Elementary
Middle school
High School
Languages
English
Platform
Browser-based
Registration
Not required
Offline play
Playable offline
The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.
The following are the high educational quality aspects in this product.
The learning methods and tools for strengthening reading skills feel purpose-built and effective. The variety of texts available for the learners is commendable.
The information provided for the teacher on each student's progression is extensive and versatile. It makes it possible to follow each student's learning process in detail.
The solution is easy to use and the information it provides for the student is accessible. The content on each level is based on baseline assessment and ongoing data analysis.
The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.
Subject based learning goals
Reading books that are structured in different ways and reading for a range of purposes.
Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet.
Distinguish between statements of fact and opinion.
Identifying how language, structure and presentation contribute to meaning.
Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
Understand what they read by checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.
Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
Identifying how language, structure, and presentation contribute to meaning.
Identifying main ideas drawn from more than one paragraph and summarising these.
Drawing inferences such as inferring characters’. feelings, thoughts and motives from their actions, and justifying inferences with evidence.
Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
Identifying themes and conventions in a wide range of books .
Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.
Re-read these books to build up their fluency and confidence in word reading.
Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.
Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.
Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.
Read words containing common suffixes.
Read accurately words of two or more syllables that contain the same graphemes as above.
Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.
Understand books by answering and asking questions.
Understand books by checking that the text makes sense to them as they read and correcting inaccurate reading.
Soft skills learning goals
Enabling the growth of positive self-image
Practicing to take responsibility of one's own learning
Practicing to find, evaluate and share information
Practicing to find ways of working that are best for oneself
Learning to understand and interpret diverse types of texts
Practicing persistent working
Practicing to look things from different perspectives
Practising visual recognition
Practicing to observe spoken and written language
Learning about different countries and their characteristics
Learning about cultural aspects and to respect different cultures
Encouraging to build new information and visions
Learning to recognise and evaluate arguments and their reasonings
Getting familiar with different cultures
Learning to understand people, surroundings and phenomenons around us
Learning to understand and interpret diverse types of texts, from vernacular to academic
Learning to find the joy of learning and new challenges
Practicing letters, alphabets and written language
Learning to build information on top of previously learned
Practicing to notice causal connections
Practicing decision making
Learning to plan and organize work processes
Encouraging the growth of positive self-image
Practicing to evaluate one's own learning
Practicing time management
Practicing to set one's own learning goals
Learning to face failures and disappointments
Practicing memorizing skills
Using technology as a part of explorative process
Practicing to use information independently and interactively
Connecting subjects learned at school to skills needed at working life
Encouraging positive attitude towards working life
Supporting student to build their own linguistic and cultural identity
Learning about different languages
Learning to combine information to find new innovations
Realizing the connection between subjects learned in free time
and their impact to skills needed at worklife
Practicing versatile ways of working
Practicing to use foreign language as a communication tool
Supporting the growth of environmental awareness
Creating requirements for creative thinking
Understanding and practicing safe and responsible uses of technology
Using technology resources for problem solving
Building common knowledge of technological solutions and their meaning in everyday life
Practicing keyboard skills and touch typing
Using technology as a part of explorative and creative process
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