Developing reading skills — WJEC-CBAC Other Life Skills Qualification Foundations for Learning Revision

    This subtopic focuses on building very early reading behaviours, particularly the recognition of familiar objects, logos and environmental print, and the d

    Topic Synopsis

    This subtopic focuses on building very early reading behaviours, particularly the recognition of familiar objects, logos and environmental print, and the development of a positive attitude towards books and other texts. Learners at this level are encouraged to engage with reading materials by pointing, vocalising or showing preferences, laying the foundation for later decoding skills. Practical application involves using everyday items and visual symbols to foster communication and independence.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Developing reading skills

    WJEC-CBAC
    vocational

    This subtopic focuses on the earliest stages of reading development, specifically cultivating an awareness of and engagement with written and symbolic materials. It is designed for learners at the pre-reading phase, encouraging them to actively attend to texts, respond emotionally or physically, and build foundational recognition of everyday objects and symbols that lead towards literacy.

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    Learning Outcomes
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    Assessment Guidance
    24
    Key Skills
    22
    Key Terms
    27
    Assessment Criteria

    Assessment criteria

    WJEC Entry Level Award in Personal Progress (Entry 1)
    WJEC Entry Level Diploma in Personal Progress (Entry 1)
    WJEC Entry Level Certificate in Personal Progress (Entry 1)
    WJEC Entry Level Award in Additional English (Entry 2)
    WJEC Entry Level Certificate in Additional English (Entry 2)
    WJEC Entry Level Certificate in Additional English (Entry 3)
    WJEC Entry Level Award in Additional English (Entry 3)

    Topic Overview

    The WJEC Entry Level Award in Additional English (Entry 2) is designed for students who are building foundational literacy skills. This qualification focuses on developing the ability to read and understand simple texts, write short pieces for different purposes, and communicate effectively in spoken English. It is part of the Foundations for Learning suite, which provides stepping stones for progression to higher levels of English study or vocational pathways.

    At Entry 2, students learn to extract key information from straightforward texts, such as short stories, instructions, or advertisements. They practice writing clear sentences and short paragraphs, using basic punctuation and spelling. Speaking and listening tasks involve participating in simple discussions and giving short presentations. This qualification is ideal for students who need to strengthen their English skills for everyday life, further education, or employment.

    Mastering Entry 2 English is crucial because it builds confidence and competence in communication. It prepares students for the Entry 3 award and eventually for GCSE English. The skills gained—such as following instructions, expressing opinions, and writing for real-world purposes—are directly applicable to daily tasks like reading a bus timetable, writing a note, or asking for help.

    Key Concepts

    Core ideas you must understand for this topic

    • →Reading for meaning: Identifying the main points in a short text, such as a simple story or an email, and answering questions about who, what, where, and when.
    • →Writing for purpose: Producing short texts like a postcard, a simple letter, or a list of instructions, using correct sentence structure and basic punctuation (full stops, capital letters, question marks).
    • →Speaking and listening: Taking part in a short conversation or discussion, asking and answering simple questions, and giving a brief, prepared talk on a familiar topic.
    • →Spelling and vocabulary: Spelling common words correctly and using a small range of vocabulary to express ideas clearly.

    Learning Objectives

    What you need to know and understand

    • Demonstrate active interest in reading through focused attention on books or print materials.
    • Respond appropriately to shared reading experiences with physical or verbal reactions.
    • Identify familiar objects and symbols in immediate environment.
    • Distinguish between different symbols or pictures based on preference or recognition.
    • Engage with a variety of reading materials to increase exposure to print.
    • Demonstrate engagement with a simple book by turning pages or looking at pictures
    • Point to a named object or picture when prompted
    • Match a familiar symbol to its corresponding real object
    • Respond to a story by vocalising, gesturing, or showing a change in expression
    • Follow a simple sequence of images to anticipate an action or event
    • Indicate a preference for a particular book or image
    • Demonstrate curiosity towards books, images, or simple written materials
    • Respond to familiar objects and symbols through pointing, gazing, or gesturing
    • Match objects to corresponding symbols or written words in routine settings
    • Distinguish between two or more common symbols used in daily life
    • Follow a short sequence of symbols to complete a simple task
    • Show some interest in reading, Show some response to reading, Recognise objects and symbols
    • Demonstrate interest in a variety of reading materials
    • Show a response to images and simple text
    • Identify common objects from photographs and drawings
    • Distinguish between symbols and letters
    • Match symbols to their meanings in everyday contexts
    • Follow a simple sequence of symbols to complete a task
    • Show some interest in reading, Show some response to reading, Recognise objects and symbols
    • Show some interest in reading, Show some response to reading, Recognise objects and symbols

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for sustained attention (e.g., looking, touching) to a reading material for at least 10 seconds.
    • Recognise a response when the learner reaches for, points to, or vocalises towards a known symbol or object.
    • Note any change in facial expression or body language that indicates interest or recognition.
    • Accept a range of responses including eye gaze, smiling, or increased alertness as evidence of engagement.
    • Award credit for any observable sign of interest, such as sustained gaze, reaching, or holding a book for at least 20 seconds.
    • Evidence must demonstrate the learner's ability to point accurately to a named object or symbol in at least two different contexts.
    • Accept non-verbal responses (pointing, eye gaze, gesture) as valid indicators of recognition and engagement.
    • Matching activities should show pairing of at least three different symbols to objects, with no more than one error.
    • Response to reading can be evidenced through annotated observations, photos, or witness statements capturing changes in affect, vocalisation, or attention.
    • Award credit for any observable behaviour indicating attention to reading material (e.g., eye contact, reaching).
    • Credit is given for appropriate physical or verbal response when presented with a familiar object or symbol.
    • When assessing recognition, allow for alternative response modes such as nodding, pointing, or using an AAC device.
    • Evidence of matching objects to symbols must show a clear association, not random selection.
    • Consistent performance over multiple occasions should be considered to confirm understanding.
    • Award credit for demonstrating clear interest in reading materials, such as reaching for a book, turning pages, or looking at pictures for a sustained period.
    • Award credit for showing a response to reading, which may include smiling, laughing, pointing at familiar images, or making relevant sounds/words when prompted.
    • Award credit for correctly recognising at least three familiar objects or symbols (e.g., a stop sign, a supermarket logo, a common food packet) from a selection of visual prompts.
    • Award credit for observable engagement such as looking at, touching, or pointing to reading material
    • Credit responses that show understanding, e.g., smiling, gesturing, or vocalising in reaction to a story or picture
    • Evidence that the learner can correctly point to a named object from a set of pictures or real items
    • Accept correct matching of a common symbol (e.g., toilet sign, exit sign) to its function during a practical activity
    • Award credit for demonstrating consistent eye contact or physical orientation toward reading materials when presented.
    • Credit should be given when the learner appropriately reacts to a familiar symbol or logo by pointing, vocalising, or performing a related action.
    • Evidence of recognising at least 3 different objects or symbols from a set of everyday items must be recorded in the learner’s portfolio.
    • Award credit for demonstrating active interest by voluntarily picking up a book or reading material and exploring it independently, such as turning pages or pointing at images.
    • Credit evidenced when the learner shows a clear response to reading content, e.g., laughing at a humorous picture, commenting on a character, or answering simple questions about what was read.
    • Assessor should look for accurate recognition of at least five common symbols (e.g., exit, WC, no entry) and correctly matching them to their real-world meanings or appropriate contexts.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Present materials one at a time and allow sufficient processing time for the learner to respond.
    • 💡Use familiar, concrete objects and symbols that have personal meaning to the learner to encourage recognition.
    • 💡Record all observable behaviours, no matter how small, as evidence of interest and response.
    • 💡Create a calm, distraction-free environment to enable optimal attention during reading activities.
    • 💡Capture evidence through a variety of media (photos, short video clips, observation records) to build a robust portfolio.
    • 💡Use a consistent symbol set and familiar everyday objects to reduce confusion and allow learners to demonstrate their skills reliably.
    • 💡Always annotate evidence with clear context: what the learner did, the support given, and the time taken.
    • 💡Involve learners in reading-based activities that align with their personal interests to elicit the best responses.
    • 💡Use objects and symbols from the learner’s immediate environment to increase relevance and response likelihood.
    • 💡Provide ample processing time before expecting a response from learners with additional needs.
    • 💡Record contextual information (e.g., mood, setting) as it may influence the learner’s performance.
    • 💡Incorporate reading activities into daily routines to observe naturalistic responses for evidence.
    • 💡Use a wide range of real-life reading materials (menus, signs, packaging) during practice to build recognition in authentic contexts.
    • 💡Encourage learners to respond in their preferred communication mode; assessors can accept gestures, eye-gaze or assistive technology as evidence.
    • 💡Keep sessions short and focused on success; building confidence through familiar and enjoyable texts can significantly improve engagement.
    • 💡Familiarise learners with a wide range of real and simulated reading materials to build natural interest
    • 💡Embed object and symbol recognition within daily routines to reinforce practical meaning
    • 💡Encourage physical interaction with reading materials, such as turning pages and pointing, to demonstrate engagement
    • 💡Use consistent, clear symbols and provide repetition to aid memory and retention for assessment
    • 💡In assessment observations, candidates should be given familiar, real-life materials (e.g., cereal boxes, shop signs) to demonstrate recognition, as contextualised evidence is more compelling.
    • 💡When compiling portfolio evidence, include annotated photographs or witness statements that clearly capture the learner’s moment of response to reading.
    • 💡To meet the ‘show some interest’ criterion, ensure the learner is in a comfortable, distraction-free environment that encourages engagement with reading materials.
    • 💡Build a personal word bank of frequently encountered words and symbols in the learner's own environment to reinforce recognition through repetition.
    • 💡Use a variety of real-life reading materials like shopping lists, menus, and public signs to make learning directly applicable to daily routines.
    • 💡Practice reading in short, focused sessions with immediate, positive feedback to maintain engagement and avoid frustration.
    • 💡In reading tasks, always look back at the text to find evidence for your answers. Don't rely on memory—the information is there for you to use.
    • 💡For writing tasks, keep your sentences short and simple. Use a full stop at the end of each sentence and start the next with a capital letter. Check your spelling of common words like 'because', 'with', and 'people'.
    • 💡In speaking and listening assessments, speak clearly and at a steady pace. If you don't understand a question, ask the assessor to repeat it—it shows you are listening and want to respond correctly.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming lack of interest if the learner does not physically handle books; many learners show interest through watching.
    • Expecting verbal naming of objects when the focus is on recognition and response at a pre-verbal level.
    • Overlooking subtle responses such as changes in breathing or minimal gestures.
    • Providing too many stimuli at once, which can overwhelm the learner and mask genuine recognition.
    • Assuming that a lack of verbal response means no understanding or interest; non-verbal communication is key at this level.
    • Using materials that are not age-appropriate or relevant, which reduces engagement.
    • Overlooking subtle responses like changes in breathing or facial expression as valid evidence.
    • Failing to provide a sufficient range of objects and symbols, limiting the opportunity to demonstrate recognition.
    • Assuming a learner recognises a symbol without requiring a demonstrable response
    • Confusing passive viewing with active interest or engagement in reading
    • Using symbols that are not personally relevant to the learner, leading to lack of response
    • Overlooking the need for sensory or physical adaptations in assessment
    • Confusing letters or symbols with similar shapes, such as 'b' and 'd', or misinterpreting abstract symbols like arrows or icons.
    • Showing a lack of engagement or refusal to interact with reading materials, often due to anxiety or past negative experiences with reading.
    • Attempting to guess words or symbols without looking carefully, leading to inaccurate recognition of everyday print.
    • Confusing symbols with letters or words, leading to misidentification
    • Losing interest quickly and failing to sustain attention on the reading task
    • Struggling to generalise recognition from one context to another, such as identifying a symbol only in its usual setting but not in a new one
    • Mistaking similar-looking symbols (e.g., a ‘stop’ sign vs. a ‘go’ signal) due to over-reliance on colour rather than shape.
    • Showing only passive attention without any interactive response, which does not meet the criteria for ‘showing response’.
    • Assuming recognition of objects in isolation automatically translates to recognition of the same objects in symbolic or pictorial form.
    • Students may decode words phonetically but fail to comprehend their meaning, reading without understanding the message.
    • Confusing similar-looking symbols, such as male/female toilet signs or push/pull labels, especially when presented without context.
    • Difficulty transferring symbol recognition from the classroom setting to unfamiliar real-world environments, leading to a lack of generalisation.
    • Misconception: 'I don't need to plan my writing—I can just start.' Correction: Planning helps organise ideas and ensures you include all necessary information. Even a simple list of points can improve your writing.
    • Misconception: 'Speaking and listening doesn't matter as much as reading and writing.' Correction: In this qualification, speaking and listening are equally important. You need to show you can communicate clearly and respond to others.
    • Misconception: 'If I can read the words, I understand the text.' Correction: Reading aloud isn't enough. You must be able to answer questions about the text and explain what it means in your own words.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Entry 1 English skills: ability to read and write simple words and short phrases, and to communicate basic needs.
    • •Basic understanding of the alphabet and phonics: recognising letters and their sounds to decode simple words.

    Key Terminology

    Essential terms to know

    • Interest in reading materials
    • Response to textual stimuli
    • Object and symbol recognition
    • Pre-reading engagement
    • Sensory interaction with text
    • Engagement with reading materials
    • Response to visual stimuli
    • Object and symbol recognition
    • Pre-reading behaviours
    • Communication through reading
    • Interest in Reading Materials
    • Response to Familiar Texts
    • Symbol and Object Recognition
    • Environmental Print Awareness
    • Functional Communication
    • Show some interest in reading, Show some response to reading, Recognise objects and symbols
    • Interest in reading
    • Text response exploration
    • Object recognition
    • Symbol awareness
    • Show some interest in reading, Show some response to reading, Recognise objects and symbols
    • Show some interest in reading, Show some response to reading, Recognise objects and symbols

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