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Students will look for the easy option when answering questions with a bulk group of questions and text/film. Students will either skim read the text to find the answers of ask Google.

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Students struggle to transfer metalanguage from one subject to another. Sometimes it is the faulty of the subject eg. art/music use of the word texture
Students work dependent on subjects. They struggle with cross-curricular ideas.

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Students need to read what they see, not what they think they see.....

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Students need to read what they see, not what they think they see.....

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Students don't understand what they are reading. 

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Students don't understand what they are reading. 

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Inferential comprehension.

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Students don't absorb what they are reading. Read because they have to and not because they enjoy it.

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Students don't absorb what they are reading. Read because they have to and not because they enjoy it.

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Parents who place importance on reading seem to pass this onto the kids

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Students are not actively encouraged to read at home.

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Students are not actively encouraged to read at home.

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Students reading just to answer questions rather than reading for comprehension and understanding.

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Students reading just to answer questions rather than reading for comprehension and understanding.

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Student's have a lack of time to read - competing with other activities and jobs

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Student's have a lack of time to read - competing with other activities and jobs

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student's struggle to process the tier 3 subject- specific language used in the courses

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student's struggle to process the tier 3 subject- specific language used in the courses

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Student's not understanding the verbs and the requirements of questions

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Student's not understanding the verbs and the requirements of questions

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The presence of a computer or IT device distracts some students from focussing on a hard copy text

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The presence of a computer or IT device distracts some students from focussing on a hard copy text

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School should invest in bean bags or pillows and play some classical music in the tutor period

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Students tend to disregard the text and go straight to the questions therefore missing important aspects of the reading

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Students are reading but, are they comprehending what they read - this is what reading is all about.

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Students are reading but, are they comprehending what they read - this is what reading is all about.

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In general I find that the books we are offering our students for serious study in Years 7 - 10 are irrelevant to most of them; they are tired and out of date. Why not use contemporary novels that reflect the issues of their times 

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In general I find that the books we are offering our students for serious study in Years 7 - 10 are irrelevant to most of them; they are tired and out of date. Why not use contemporary novels that reflect the issues of their times 

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Parents often to not encourage students to read. Boys have their devices and often these devices take up all their time. They are no encouraged to read at home, so it becomes a chore. 

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Parents often to not encourage students to read. Boys have their devices and often these devices take up all their time. They are no encouraged to read at home, so it becomes a chore. 

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Accessibility of English text: The current Yr7 Call of the wild text is very difficult for the majority of students to access. Language is too difficult. Could we consider a contemporary text?

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Accessibility of English text: The current Yr7 Call of the wild text is very difficult for the majority of students to access. Language is too difficult. Could we consider a contemporary text?

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The book selection often does not engage our clients. In the junior school, (7-10) the book selection we study are all often dated and do not engage with the kids. 

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The book selection often does not engage our clients. In the junior school, (7-10) the book selection we study are all often dated and do not engage with the kids. 

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Students do not get much choice over their reading content. Surprising how motivated they can be when they are allowed to select a novel with help from library staff

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Students with poor reading skills would rather decline from reading and distract the teacher with poor behaviour than read the passage or text. This behaviour has been learnt over time as a successful strategy of avoidance.

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Our Year 7 readers are not strong. Highlighted in NAPLAN and Allwell data. However, this is inherited from primary schools. Reading data in Year 9 NAPLAN and Allwell is strong in comparison to Year 7. Data suggests we are making a big positive contribution already on the reading skills of our students

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Students are not defining/ unpacking unfamiliar/new/challenging terms that they come across when they are reading them in context. This will impact their understanding of overall text they are reading.

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Students are not reading and connecting to the glossary terms; then they can't use these in their writing

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Student skim the paragraphs and miss key words that is crucial for their understanding.

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Students fail to buy into the importance of reading. The image of reading doesn't appeal to them

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The culture is it is not 'cool' to read. There are some keen readers, but they do not tell their peers.

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Not willing to persevere with a close reading. Looking for shortcuts. Lack of attention span

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Not long enough. Students are reluctant. Not coming prepared. Reading is not viewed by students as fun. More of a chore. How can we ignite curiosity?

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Reading is more than books.
Visual, graphs video. Students need direct instruction in reading graphs and tables

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Can students critically analyse information? You tube fix it sites. How good are they?
Often students are not reading. Just a cut and paste

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Has the world changed? Do they need to read books? They are reading different types of texts - kahootz, magazines.
Quick read. Not persevering

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Students not effectively using reading time in exams

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Students not effectively using reading time in exams

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Pre exam reading time is not used constructively. Students often day dreaming or just leave the exam paper on the desk until they can start.

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Students finding time to read for pleasure competing with other activities for example sports.

Some students find reading boring.  Role models of women reading like mum rather than male role models. With forced reading it has the reverse effect desired.

Students like reading at home but do not see the link to read for pleasure at school.  Students find that reading in tutor group for ten minutes is not enough time to be absorbed in a group.

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Fear of failure and being mocked by their peers.

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Fear of failure and being mocked by their peers.

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Lack of understanding of the NESA descriptors. 

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Lack of understanding of the NESA descriptors. 

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Students will generally just outline (S/A) and describe (for extended responses), instead of explaining, discussing or assessing.

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Students finding it hard to make choices about reading if they are reluctant in the first p[lace

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Avoiding critical and conceptual thinking by simply regurgitating what they know - no engagement with specific questions.

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Reading should be habitual and students should read for pleasure.

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Students finding time to read for pleasure every day

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Motivating students to read for extended periods of time e.g. longer than 15mins

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Motivating students to read for extended periods of time e.g. longer than 15mins

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Students not having a sufficient vocabulary, or knowing the meanings of enough words. Unfortunately students are not able to draw conclusions about what they read – what was important, what caused an event to happen, which characters are funny.?

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Students will usually express their frustration and difficulties in a general way, with statements like "I hate reading!" or "This is stupid!".  We need to change the this stigma/mind set!

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Students often stumble and cannot identify fairly basic words. This is very evident in senior years! At times the cannot understand the words in questions....

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Students do not read for deep understanding or meaning. They can easily identify the obvious but little skills in deducing more abstract ideas.

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Different subjects and different terminology , find it difficult to differentiate.

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Across subjects that essay structures are different and find it hard to comprehend.

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especially when they have came from a different school (Year 11

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Developing skills for scanning (reading for gist)

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Developing skills for scanning (reading for gist)

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Reading in another language when lacking the literacy skills in English

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Reading in another language when lacking the literacy skills in English

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In a class where some students read a whole text quickly and others struggle through a text over a long period of time, the stark differences between the 2 groups make it difficult as everyone are at different stages.

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Students all want the instant gratification that they gain from video games and youtube, and are not willing to persevere through a complete text, gaining rewards at the end.

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Same students are the volunteer readers as others don't feel comfortable to read out loud

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Students are "not interested" in reading

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students ignore punctuation and at times struggle with expression when reading

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students struggle with word meanings - particularly in relation to the subject they are studying e.g. precipitation

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students struggle with subject specific language