Term 4 - Questionnaire Responses and Comparision with Term 1 Responses

 

Here is a comparison of the key trends from the Term 1 and Term 4 reading surveys.

(Note: As the files are presentations, the following comparison is based on the data and text content extracted from them.)

Overall Summary of Changes

Across the board, the comparison from Term 1 to Term 4 shows several positive developments in the learners' reading habits. Key trends include a significant improvement in attitudes towards reading, an increase in reading frequency, a broadening of reading interests, and a clear shift towards more reading independence.

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Detailed Comparison by Question

1. How do you feel about reading?

• Term 1: A larger portion of students reported feeling "Okay" or "Sad" about reading.

• Term 4: The number of learners who feel "Happy" about reading saw a notable increase, while the number of "Sad" responses decreased.

• Comparison: This change suggests a positive shift in learners' overall attitude and confidence in reading. Strategies to continue building this confidence often include creating a positive reading environment, using texts that match student interests, and offering frequent, genuine praise for effort.

2. How often do you read at home?

• Term 1: A significant percentage of learners read "Sometimes" or "Never".

• Term 4: There was a clear increase in the percentage of learners reporting that they read "Every day" and a corresponding decrease in those who "Never" read at home.

• Comparison: This indicates a positive increase in reading frequency and engagement outside of school.

3. What types of books do you like?

• Term 1: Fiction was the dominant preferred genre.

• Term 4: While fiction remains popular, there was a visible increase in learners selecting "Non-Fiction" and "Comics".

• Comparison: This demonstrates a healthy broadening of reading interests. Exposing students to a variety of genres is beneficial as it can build a wider vocabulary, enhance analytical skills, and foster greater cultural awareness and empathy. The growing interest in comics is also a positive sign; comics can be a powerful tool to motivate reluctant readers and build comprehension by providing strong visual context clues to support the text.

4. Who do you read with?

• Term 1: A majority of learners reported reading with "Parents".

• Term 4: The percentage of learners reading with "Parents" decreased, while the percentage for reading by "Myself" increased significantly.

• Comparison: This change suggests a promising trend towards greater reading independence. As students begin to read more on their own, it's important to equip them with strong comprehension strategies, such as learning to make predictions, summarize what they've read, and ask questions to check their own understanding.