Reading Program Analysis: Student Performance and Curriculum Alignment

This report details the analysis of a reading program using running records to assess student oral reading, behavior, accuracy, attitude, and understanding. The data collected informs instructional needs, text selection, and teaching strategies. The analysis reveals varied student competencies, necessitating differentiated instruction through flexible grouping formats. Individualized instruction is recommended for struggling students. The program goals align with the Australia Curriculum for English, emphasizing engagement with cultural, social, and personal texts. The program incorporates key reading components like oral language, phonemic awareness, phonics, vocabulary, comprehension, and fluency, alongside engaging texts and balanced teaching approaches. Assessment strategies include formative and summative methods, with feedback mechanisms to enhance learning. This comprehensive approach aims to foster effective and strategic reading skills in students.

Report on our reading program
The process to analyse the data is through running record that provided the playback
of student's conference of the complete oral reading. This additionally enclosed the details
on the learner's demeanor, accuracy, attitude, and understanding. The data which is
collected is used to analyse each student's behaviour, competencies, responses, and
initiatives. This successively determines instructional needs, choice of right texts and
teaching of applicable strategies (Followers and Oakley).
Based on analysing the data, the results are supplied with accurate and reliable
information in the form of strength, needs, and differences. the Results concluded of varied
levels with different competencies in the classroom, some students like Dechlan is just
beginning to read at the emergent level, some students like Kyle is at the early level below
the reception level and others are reading and comprehending text at the reception level
and beyond.
Variations in my students have been analysed in which it has been seen that the
instructions given in the classrooms should be different so that assistance can be given to
the learner requirements. The label of grouping comprehends focuses on the requirement
at the time of reading the instructions within the classroom. We employ a variety of
grouping format throughout the instructional block in our daily basis schedule that consists
of the groups of individuals and also the chances for the chances of the instruction given to
the students enhances.
It has been also evaluated that the entire group teaching will not satisfy the
requirements of the students, so in this case, the students will be divided into small groups
so that teacher can offer teaching which focuses on the different requirement of the
students. Since the whole group teaching will not meet the needs of all students, we break
the students into small group's instruction to enable the teacher to provide timely teaching
and learning that caters to the different needs of students.
For Dechlan, the individualized instruction can be arranged to meet the needs of
struggling student. The reason behind our program goals established are based on the age
of children, capability related to developmental, requirement related to learning and their
strength, language and culture and also the features related to classroom takes place that
helps to enhance the learning. Our learning goals stated what students want to acquire,
know and do it with clear objectives. It can be analyzed that teacher and learner can
conduct the activities in a confidential manner and also in a strategic manner that helps to
give focus on the goals.
The Australia Curriculum for English focuses on the three languages that are also
related to Literature as well as with literacy. Our reading program fits and aligns with
literature portion that focuses on enhancing the involvement of the students towards the
value related to culture, social and also personal texts. The program context focused on
selected thematic, and variety of genre focus from author Mem Fox to cater the capability
range of the groups. Different text from author Mem Fox is selected to have the potential
for expanding the scope of experiences, enriching the lives of children and represent
effective and interesting of style and form (ACARA). The Australia Curriculum impact our

reading program as the concept of literature showcase the capacity of the child as a reader
who can make meaning from the different texts that enrich the child identity by forming
linked to their community and family.
Our program is a stable, combined, organized and clearly defined that includes
components of the reading program which are oral language, phonemic awareness, phonics,
vocabulary, comprehension, and fluency. Five additional pillars which are related to the
interesting texts which focus on the texts on a correct level and also link the curriculum with
the reading links, balance teaching given to the entire class and individual and expert
tutoring where necessary. The multiliteracies and cohesive whole-site approach to reading
are related with a good interaction with text reading that helps to support the process of
reading.
To know students, who are using this knowledge to use and demonstrate process
explicitly approach. It give challenge and encourage students to activate their prior
knowledge, be self-aware, check their reading to what they read to make sense, evaluate
their prediction, to make changes in the prediction that are not right, ask to solve
complicated words, reread the process of search to confirm, make correction easily and to
achieve fluency, make interaction by focusing on text about the text and read fluently with
phrasing and expression and continue the cycle.
This method helps in reading and also in texting which is effective and strategy which
has a long duration. Our program has a balance of both formative and summative
assessment to gather information about the overall performance of the child as a reader
and use the information to adjust teaching for effective learning. We also use the five
strategies from William (2011) to clarify, share and learning attention and criteria,
discussion and learning task that elicit evidence of learning, offer feedback and activate the
students towards the instructional resources that are related with the one person learning.