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__**PART A: Engagment with an early years literacy learner ** __ ** 3a). Assess the child's reading fluency using the Reading Fluency Rubric (Hill, 2008, p. 170). **


 * 1. Rate || 1 || **__2__ ** || 3 || 4 ||
 * 2. Phrasing || 1 || 2 || **__3__ ** || 4 ||
 * 3. Pausing || <span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">1 || <span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">2 || <span style="display: block; font-size: 110%; font-family: 'Times New Roman', Times, serif; text-align: left;">**<span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">__3__ ** || <span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">4 ||
 * <span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">4. Stress || <span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">1 || <span style="display: block; font-size: 110%; font-family: 'Times New Roman', Times, serif; text-align: left;">**<span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">__2__ ** || <span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">3 || <span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">4 ||
 * <span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">5. Intonation || <span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">1 || <span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">2 || <span style="display: block; font-size: 110%; font-family: 'Times New Roman', Times, serif; text-align: left;">**<span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">__3__ ** || <span style="display: block; font-size: 130%; font-family: 'Times New Roman', Times, serif; text-align: left;">4 ||


 * <span style="font-size: 130%; font-family: 'Times New Roman', Times, serif;">3b). Justification for assessment. **

<span style="display: block; font-size: 110%; font-family: 'Times New Roman', Times, serif; text-align: left; msoansilanguage: EN-AU;">The early years child that I interviewed was confident and fluent in her reading of ‘The bear’s lunch’ (Allen, 1997). It was obvious from her answers to the literal and interpretative questions posed that she read for meaning and enjoyment. She was also able to employ basic problem solving strategies in order to identify unfamiliar and challenging words. The strategies that my child used in order to stay focused on the text included: using her finger as a pointer when there was a lot of writing on the page and going back and reading the sentence again when she realised that it didn’t make sense. My child used both of these strategies without me prompting her and they were effective as they allowed her to stay focused on the meaning of the text. One area of her reading that did ‘let her down’ however was the rate in which she read the text. Although it is important to be fluent, I found that she tended to rush through each page without appreciating the need to pause or stop when there were commas or full stops. I believe this issue also affected the way in which she used punctuation in her writing. Another area of her reading that also needs to be improved is her use of voice. Although my child did a fantastic job at reading with expression the word: AAARRRGGG, she didn’t alter her expression for other words that were emphasised throughout the text such as MORE. One area of her reading that was particularly strong was her ability to understanding the meaning of text. She did this by using several strategies that allowed her to stay focussed on the text and also self correct any words that she initially read incorrectly. Some of these strategies included: my child using her finger as a pointer when there was a lot of writing on the page and self correction when she realised that the sentence she had just read didn’t make sense. Both of these strategies allowed her to stay focused on the meaning of the text as they ensured that she did not lose the fluency of her reading.
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