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Broyden is in year 9 and avoids reading and writing in class. He escalates his behaviour until he is thrown out, which achieves the goal of not having to do the work.

He likes reading 1:1. The teaching assistant has chosen a novel that is age appropriate but at a simplier level. She shows him strategies for what to do when you get stuck reading. His interest in reading grows weekly.

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This is Nuydeng. She is an immigrant who started school not knowing any English and had to learn basic words through association plus trial and error. Sometimes pure frustration would come out when she wanted to use Kinyarwanda (her native language) to speak and no one understood her. Her parents do not speak English at home and are learning the language themselves. She only practices English at school.

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This is Brendan. He is in Year 3, however reading at a Year 1 level. Brendan uses work avoidance strategies to get out of most reading tasks, as he has experienced failure time and time again. He becomes frustrated when decoding words, which often results in 'giving up'. Brendan is interested in Pokemon comic books with mostly pictures/short decodable text.

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Aboriginal boy, aged 9, who has auditory processing issues.  He reads slowly and is well behind peers but is making progress.  Can now use a number of decoding skills but struggles with comprehension of what he has read.

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This is Sam. He has basic sight word recognition in Year 4 but is improving all the time. He struggles to read new words without picture cues.

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This is Sam. He has basic sight word recognition in Year 4 but is improving all the time. He struggles to read new words without picture cues.

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Seth is very distracting in class. He has massive work-avoidance strategies and teachers often discuss him privately as "lazy and unmotivated". They do not realise that Seth has struggled with reading since Prep and despite much intervention, his reading has never improved. Seth knows he is stupid because other students in his class (even the ones he thinks are dumb!) can read better than him. One on one, Seth is engaging, enthusiastic and loves to talk about all kinds of topics. In the classroom, he is sullen and disengaged.

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Jass won't open his year 8 novel and says he needs to put his hair up. He also forgets to bring his novel to class. He is easily frustrated and pushes his books away saying he can't do it.

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Jass won't open his year 8 novel and says he needs to put his hair up. He also forgets to bring his novel to class. He is easily frustrated and pushes his books away saying he can't do it.

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He has difficulty with recognising how letters are grouped and the sound/s they make.
He can only remember one instruction at a time.

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Jay is frustrated. He has ADHD and struggles to concentrate. His makes up words because he is so anxious..

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This is Katie.  She seems bright on the surface and is eloquent at speaking.  However, when she reads the words are disjointed with lots of awkward pauses.  She seems to struggle to pay attention when she is reading for long periods of time.  This leads to her giving up easily and hence she is well below reading level for her age.  She can comprehend well when she listens to text but when she reads she cannot tell you what the story is about.

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This is Toby. He is in Grade 1. He is a confident decoder and often achieves 98% accuracy on PM reading tests. However, Toby does not often comprehend what he has read. He struggles to retell the story, even simple beginning, middle and end events; he struggles to correctly answer literal questions from a text that he has read to himself and read to a teacher. Sometimes, he may draw clues from the pictures to answer inferential questions.

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Sam will do anything and anything to avoid reading. He is improving everyday but his self esteem is low and he compares himself with his classmates understanding that he is 'behind'.

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This is Toby. He has a high level of decoding and

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He is in Year 9 and argues that he has neverbeen able to read, so why start now...

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He is in Year 9 and argues that he has neverbeen able to read, so why start now...

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This is Liam. He predicts difficult words by using the initial letter. He sometimes tries to sound out words, but has a limited number of sounds to use. He is unable to correct his errors, as he's reading word-for-word without being able to track the meaning. He frequently asks to take breaks and makes excuses for not being able to read for homework practice.

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Hannah is a Year 1 student and often disengages during reading and will ask to use the bathroom or say she feels ill. On the odd occassion she reads she struggles to decode and often looks to the illustrations for support. This results in a lot guessing. As she tries to read, her voice is quiet and often trails off at the end of words. Hannah will often declare that she can't do it and will sometimes stand and walk away in frustration. She enjoys being read to and when read to she can answer some comprehension questions and is happy to try and contribute to class discussions.

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Has poor phonemic awareness and struggles to read anything other than the alphabet.  He does however persevere and with support has read his first Level 1 book.  Wayne is 14 years old and in Year 9 in High school.

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Ryan tries to avoid any whole class reading experiences in case he gets called upon.

He feels ashamed that he can’t read like all his other friends.

When it looks like the teacher might call on him, he gets busy sharpening a pencil or doing something else.

R

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This is Jordan. He can spell as well as the other students in his class, but doesn't read aloud.  He can listen to text being read to him and answer literal and inferential questions, however cannot do so when he has to read for himself.  When responding to questions related to text he will give his answer, then copy from the board. He often refuses to do work, and will argue that grammatical errors such as "hundreds of money" is appropriate language.

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This is Ayden. Ayden has been called a "low" student in every single subject. Ayden gives up on learning and

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This is Kate. She often won't attempt comprehension questions unless "pushed" saying that she doesn't understand. This occurs with reading and writing support.

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This is Kate. She often won't attempt comprehension questions unless "pushed" saying that she doesn't understand. This occurs with reading and writing support.

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This is Lauren. She is in Prep but doesn't track easily. She often gets lost when the group is reading and looks at other students to try and gauge where they are reading from. When she gets back to her page they are already on the next section. She starts to move her finger along to appear as if she is reading. 

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This is Lauren. She is in Prep but doesn't track easily. She often gets lost when the group is reading and looks at other students to try and gauge where they are reading from. When she gets back to her page they are already on the next section. She starts to move her finger along to appear as if she is reading. 

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This is Ben. He is in year 4 but reading at a year 2 level. He gets frustrated but has never given up yet. The words are getting harder and the books are getting longer. He is starting to tire more easily and is becoming frustrated more often.

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Yay! Working

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This is Jill, she sees her classmates reading really interesting novels. She wants to do the same. Each day she practices and practices, but she just can’t seem to understand the words as she reads them. Frusturation always rears its ugly head, and sometimes it wins. She doesn’t think she will ever get to read and understand those exciting novels!

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This is Jennifer. Jennifer guesses words as she reads and has difficulting reading the individual sounds in a words. Jennifer will guess words as she reads and has difficulty comprehending what she is reading. Often she struggles with sequencing the story with the main events.

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Lily has very poor decoding skills so she reads very quickly and substitutes words. This allows her to have better comprehension than some of her peers (Year 7). Her fluency is helping her hide the fact that she has very little phonological/phonic
understanding. This strategy will fail her as she goes into the higher grades and the vocab becomes increasingly difficult.

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Jennifer

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This is Joyce. She squints, and sighs. She looks at the different shapes and closes her eyes. She sounds out each individual letter but can't make sense of any of these letters! She hums and begins to rock forwards and backwards. Her humming gets louder, and the teacher tries to help, but she buries her hands in her hands, tears trickle down her face as she says, "I can't do this".

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This is Peter. He looks at words and tries to make sense. He tries to decode, however gets his sounds mixed up. He doesn't understand why he is wrong, because when he reads it out to me it makes sense and he can read the word correctly. He feels frustrated at times and sometimes is reluctant to work independently.

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This is Kristy. She looks at the marks on the page and tries to make sense. She says that she doesn't understand a lot of the words in the chapters. She feels frustrated by her difficulties and thinks it's because she's not smart. She feels that she's fail so many times that she'll never be able to do it.