This year, my professional inquiry is focused on Literacy, with a particular emphasis on supporting the development of oral language comprehension.
As part of this focus, I am working closely with a small target group of four students—two boys and two girls. Three of these students started school last year and have had some exposure to the Better Start Literacy Approach (BSLA), while one student started at the beginning of this year and is still new to this approach.
Evidence Gathering and Problem Clarification:
Through a combination of classroom observations, group reading sessions, and analysis of BSLA data, I have identified oral language comprehension as an area of need for these students. Some students are finding it challenging to retain and process information from texts. They often struggle to recall key details or ideas from a story and have difficulty answering comprehension questions or participating in discussions. In many cases, students tend to remain silent when prompted, which can be attributed to limited vocabulary, lack of confidence, and underdeveloped listening skills.
BSLA assessments—particularly the oral narrative component.
These have provided valuable insight into these needs. Two students have completed this assessment, revealing difficulties with sequencing, retelling and answering questions related to the story. One student has not yet completed the oral narrative assessment due to a recent school start, and another is not yet due for testing.
This inquiry is aimed at deepening my understanding of how to effectively support oral language development within a structured literacy framework. I will continue to monitor progress through targeted teaching, ongoing observation, and the use of BSLA tools to inform and adapt my teaching practise.
