School-wide Reading Policy

Overseas Family School continually enhances its reading environment because reading is a core, generic skill. The skill of reading is one of the most important areas of learning for a student's future success.

Overseas Family School therefore implements research-led best practice reading programmes from Kindergarten through Grade 12 by:

Ensuring that the eleven factors that consistently predict reading achievement for early learners outlined in the US National Early Literacy Panel Report (2008) form the basis of all early years reading programmes.
Incorporating the five essential elements of effective reading practice outlined in the US National Institute of Child Health and Human Development Report (2000) into all reading programmes.
Ensuring that all programmes adopt a systematic, sequential and incremental approach, where appropriate.
Striking a research-based balance between phonics-based instruction and literature-based instruction, where appropriate.
Enabling students to comprehend a wide-range of genres, with specific focus on non-fiction and reading within a variety of disciplines, where appropriate.

Ensuring that reading assessment benefits all students. Valid and reliable assessment data are therefore utilised to:

  • provide baseline data for each student.
  • track student progress over time.
  • tailor reading programmes to a diverse range of student needs.
  • guide intervention programmes and action research projects.
  • establish ongoing accountability.
Ensuring that relevant and challenging library/ reading resources are coherently linked to all formal reading programmes.

 

Last updated on Monday, 20 December 2010 04:29PM

OFS Reading Policy
Predictors of Reading Success