Why Should Educators Expose Year's 4 & 5 Learners to a Variety of Texts?

Exposing Year 4 and 5 learners to a wide variety of reading texts is a crucial educational strategy. It moves beyond just the ability to read and builds the skill and will to be lifelong, proficient readers.

Based on educational research, here are the primary reasons why this is so beneficial for learners at this age:

1. Builds Vocabulary and Language Skills

Different genres use different language. A science-fiction novel, a historical non-fiction book, a poem, and a comic all have unique vocabularies and sentence structures.

• Wider Exposure: Learners encounter a much broader range of words in varied contexts than they would from a single genre.

• Deeper Understanding: Seeing new words in different types of texts helps solidify their meaning and use, building a richer "word bank" for the student.

2. Develops Cognitive Flexibility and Critical Thinking

Reading is not a one-skill-fits-all activity. The way a student reads a non-fiction text for information is different from how they read a narrative for plot and character.

• Understanding Text Structures: Learners discover that texts are organized in different ways. They learn to identify and use features like headings and glossaries in non-fiction, or to analyze plot, theme, and character in fiction.

• Analytical Skills: Engaging with diverse texts (e.g., interpreting the blend of images and text in a comic, or understanding the symbolism in poetry) sharpens a student's analytical and critical thinking abilities.

3. Boosts Engagement and Motivates Reluctant Readers

At this age, learners are solidifying their identities as readers. Offering variety ensures that every child can find something that sparks their interest.

• Finding "The" Book: The more options students have, the more likely they are to find a topic or genre they are passionate about. This is how they transition from "learning to read" to "reading to learn" (and reading for pleasure).

• Validating All Reading: Including texts like comics or graphic novels—which your survey results showed an increase in—is a powerful strategy. These formats are highly engaging, can scaffold understanding for complex topics, and motivate students who might be intimidated by text-heavy books.

4. Expands World Knowledge and Empathy

Texts serve as both windows and mirrors.

• Mirrors: Students need to see their own lives and experiences reflected in what they read. This validates their identity and builds confidence.

• Windows: Reading about different cultures, historical periods, and perspectives gives learners a "window" into worlds and experiences beyond their own. This is fundamental for building background knowledge and fostering empathy.

5. Strengthens Reading Comprehension

All of these factors combine to create more skilled readers. A student with a wider vocabulary, a better understanding of text structures, and higher engagement is naturally going to have stronger comprehension. They develop a "toolkit" of different strategies to tackle any text they encounter.

In short, variety is the key to developing adaptable, confident, and curious readers who are prepared for the increasingly complex texts they will encounter in school and in life.

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.

Updated Reading Assessments (Term 2)

From the comparison between the Term 1 and Term 2 data in your tables, there is clear evidence of reading progress across most learners based on their Running Records and e-asTTle Reading Comprehension levels.

Here’s a summary of the progress:

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📘 Running Record Progress

Most learners made steady gains between Entry 1 (Term 1) and Entry 2 (Term 2):

• Gra (Y4): Improved from Level 24 (2P) → Level 26 (2P)
  
  

• Ame (Y4): Improved from Level 22 (2P) → Level 24 (2P)
  
  

• Del (Y4): Improved from Level 22 (2B) → Level 26 (2P)
  
  

• Sio (Y4): Improved from Level 10 (1B) → Level 14 (2B)
  
  

• Cas (Y5): Improved from Level 18 (2B) → Level 20 (2P)
  
  

• Joa (Y5): Improved from Level 22 (2B) → Level 24 (2B)
  
  

• Sad (Y5): Improved from Level 5 (2B) → Level 9 (2P)
  
  

• Ang (Y5): Maintained at Level 25 (2B → 2P)
  
  

✅ Overall: All learners showed movement forward in reading levels, with Sio and Sad showing the biggest jumps for their level range.

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📗 e-asTTle Reading Comprehension Progress

• Gra: 2P → 2A (progressed within Level 2)
  
  

• Ame: 2P → 2P (steady, maintained level)
  
  

• Del: 2B → 2P (progressed one sub-level)
  
  

• Sio: 1B → 2B (significant improvement)
  
  

• Cas: 2B → 2P (one sub-level improvement)
  
  

• Joa: 2B → 2B (steady)
  
  

• Sad: 2B → 2P (one sub-level improvement)
  
  

• Ang: 2B → 2P (one sub-level improvement)
  
  

✅ Overall: 6 out of 8 learners showed improvement in e-asTTle levels, and the other 2 maintained their progress.

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📊 Summary

• All eight learners made measurable progress in at least one assessment area.
  

• Running Record gains indicate improved decoding and fluency.
  

• e-asTTle gains suggest better comprehension and understanding.
  

• Sio and Sad demonstrated the most noticeable growth, showing strong upward movement from very low initial levels.

Introduction of BSLA

In Term 2, the Better Start Literacy Approach (BSLA) was introduced to my learners. Before its implementation, the entire school staff attended a professional development programme to gain an understanding of the approach. The training took place at the Ellerslie Event Centre, located at 100 Ascot Avenue, Remuera, Auckland 1051, on Monday, May 5th, and Tuesday, May 6th, from 9:30 a.m. to 4:00 p.m. Additionally, there was a third-day online workshop held on Friday, June 6th.

The workshops were quite intense but very informative. There was a lot of personal engagement and hands-on learning, which helped us gain a deeper understanding of the BSLA framework and how to apply it effectively in our classrooms. During the sessions, we were also introduced to two important websites that support the programme:

1. https://www.betterstartassessment.com/
   

2. https://my.uconline.ac.nz/
   

Implementing BSLA required conducting several individual assessments with each learner. These one-on-one assessments were essential for accurately identifying students’ literacy needs and tracking their progress. However, managing these assessments proved to be quite challenging due to the time and attention each learner required. Despite the challenges, the experience was valuable and provided a strong foundation for improving literacy outcomes in the classroom.

The Better Start Literacy Approach (BSLA) online site offers teachers access to extensive professional learning and teaching resources, including self-directed modules, lesson plans, assessments, and video exemplars. 

For teachers enrolled in the microcredential professional development, the site provides:

• Self-directed learning: Online, guided modules that cover all aspects of the BSLA.

• Lesson plans and resources: Detailed teaching materials for both classroom-wide and small-group instruction. These resources include activities for oral language, phonological awareness, and phonics instruction.

• Online assessment platform: Valid and reliable online tools for assessing student literacy progress. It also provides integrated reporting to help track a child's development.

• Video exemplars: A library of high-quality videos that show structured literacy practices in action within New Zealand classrooms.

• Decodable readers: Access to resources like the Ready to Read – Phonics Plus early readers series, which is aligned with the BSLA curriculum.

• Online communities and live support: Live online sessions, known as Communities of Practice, provide ongoing support and collaboration opportunities for teachers.

• Game-based app: A game-based app to help young learners (ages 5–8) build foundational phonics and spelling skills. 

Free and open access resources

The BSLA site also offers free resources that are not part of the microcredential courses, such as:

• Free online short course: A course titled "A Better Start to Reading" is available for both professionals and parents. It focuses on foundational skills for 4- to 6-year-olds.

• Phonological Awareness Training (PAT): Free resources are available for Professor Gail Gillon's PAT programs, including assessment tools and lesson plans.

• BSLA Letterbox: A newsletter to keep educators updated on the approach.

The Better Start Literacy Approach (BSLA) UC Online Essentials site provides teachers with access to a comprehensive suite of resources, self-directed modules, and materials for delivering evidence-based literacy instruction. The online site is part of the microcredential courses offered by the University of Canterbury for professional learning and development. 

Core content for BSLA teachers

• Online learning modules: Self-paced modules cover the BSLA in detail, including structured literacy concepts like systematic synthetic phonics, phonological awareness, and oral language.

• Lesson plans and resources: Teachers receive access to detailed, step-by-step lesson plans and a variety of teaching materials for both large-group classroom activities and small-group reading sessions.

• Online assessment platform: A dedicated platform offers monitoring assessments for students aged five and six. This allows teachers to track children's literacy development and inform their instruction.

• Teaching materials: Resources include lesson plans, game activities, and the Ready to Read – Phonics Plus series of early readers, which are aligned with the BSLA scope and sequence.

• Video library: High-quality videos show structured literacy in action, providing teachers with practical classroom exemplars.

• Whānau engagement materials: The site includes resources like workshop templates and letters to parents to facilitate school-to-home partnerships.

• Reading materials: Access to a variety of texts is provided, including the BSLA-aligned decodable readers, Junior and School Journals, and the Connect series. 

Related professional learning options

• Microcredential courses: Beyond the Essentials site, UC Online offers formal microcredential courses for teachers that lead to professional certification in the BSLA.

• "A Better Start to Reading" short course: A free, non-credential course is also available online for professionals and parents. It focuses on the foundational skills of early reading for children aged 4–6 years.

First Survey

In Mid Term 1, which was Week 5 of Term 1, I was assigned eight low-achieving learners from the Year 5 class. This was unexpected, but it took me about two weeks for those students to become familiar with my class routines and daily schedule. Initially, I was told that the learners would only be in my class for a few weeks. However, by the end of Term 1, it was confirmed that the eight Year 5 students would stay with me until the end of the academic year. This change had a significant impact on my teaching and planning, as I had originally prepared lessons and activities specifically for Year 4 students. The addition of Year 5 students meant I needed to adjust my teaching strategies and lesson plans to suit both year levels. It also prompted me to reconsider and reshuffle my participants for my survey. As a result, I selected four students from Year 4 and four from Year 5. I successfully developed ten questions for my eight participants to answer. 

Below is the slideshow of the questionnaire.

Followed by the learners' responses.

From the responses, I have learned that:

           

Print, Peers, and Picture Panels: 3 Surprising Truths About Today's Young Readers

If you think the modern young learner is glued to a screen, has forgotten what a library is, and uses Google for everything, you might want to think again. A recent survey of 8 learners from Term 1, 2025, has given us a fascinating glimpse into their real-life reading habits, and the results challenge some of our biggest assumptions.

Let's dive into what these young readers had to say.

📚 Surprise #1: Print is Still Powerful

In an age of tablets and e-readers, we often assume physical books are gathering dust. According to this survey, that's far from the truth.

• No Preference for Devices: When asked if they prefer reading on a device or a physical book, an incredible 0% of learners chose "Device" exclusively.

• A Love for the Tangible: The group was split evenly, with 50% preferring physical books/paper and the other 50% enjoying both formats.

• Weekly Habit: This preference translates into action. The majority of learners—6 out of 8 (75%)—read a physical book by themselves "a few times a week".

The Takeaway: The allure of turning a physical page is still very much alive. Classroom and home libraries are as important as ever.

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💬 Surprise #2: Reading is More Social Than You Think

When a reader gets stuck, what do they do? You might assume they ask a teacher or look up a word online. For this group, the answer is much more social.

• Friends Are the First Responders: When reading something difficult, a staggering 75% of learners said the most helpful thing is "My friends' help". This was far more popular than help from a teacher (12.5%).

• Skipping the Search Engine: When faced with a tricky word, not a single student reported using a device like Google or a dictionary app. Their most common strategy is trying to work it out themselves (62.5%), followed by asking a friend (37.5%).

The Takeaway: Peer learning is a powerful force. Reading isn't just a solitary activity; it's a collaborative one. Encouraging book clubs or paired reading could tap into this natural tendency to learn together.

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💥 Surprise #3: Comics Aren't Just Fun—They're a Gateway

Wondering what to give a young reader to spark their interest? The answer from this survey is loud and clear: comics.

• Comics for the Win: The most popular type of reading material by a landslide was "Comics," chosen by 5 out of 8 learners (62.5%).

• Fiction Over Facts: Stories, adventures, and poems also got some love. However, "Information or facts" received zero votes, suggesting narrative and visual storytelling are key entry points for this group.

The Takeaway: Graphic novels and comics are not a lesser form of reading; they are a preferred and valid format. They can be a fantastic tool to build reading confidence and fluency.

What Does This All Mean?

These learners paint a picture of a thoughtful, social, and print-oriented reader. They are a group that:

• Values the feel of a real book.

• Leans on their friends for support.

• Feels only moderately confident in their skills (half the group described themselves as "sometimes confident").

• Understands the value of improvement, with a majority (62.5%) believing that learning new skills will help them become more independent readers.

So, the next time you want to encourage a young reader, the data suggests you can't go wrong by handing them a great comic and encouraging them to share it with a friend.