Reading film is reading. Part 1

This is the 3rd in a series of blog about reading.  I strongly believe that the use of film can improve reading skills. It breaks down some of the barriers to reading. The three main barriers, shown in the previous blog here, are; confidence, motivation and ability. 

Film attacks these barriers in a number of ways.  It overcomes the problem of motivation because films are often more engaging to many children than books, there are a plethora of reasons why this may or may not be the case.  Almost all children have a wide experience of film and TV, they become 'experts' in following plot, analysing characters and predicting events, often unconsciously.  This expertise allows them to answer questions about film confidently.  Film is accessible to all students regardless of ability, even children who are unable to decode are able to view films and form ideas and hypotheses about them.

I am not advocating that film be used instead of books to teach children to read, but for the reasons described above I think that they are a very useful tool for teachers.  

"I must say I find television very educational. The minute somebody turns it on, I go to the library and read a good book." ~ Groucho Marx.

For many teachers and academics, the message shared in the cartoon on the left has been regarded as true.  The message is that books allow children to create pictures in their minds; that reading is not passive but interactive allowing children to go on adventures in their heads; that it is a superior learning tool to film etc.  Whilst watching TV or films is a passive past time which does not have any of the benefits of books.  This has been compounded in recent years by the National Curriculum which does not mention film at all and instructs teachers to use whole texts to inspire children, in order for them to acquire better English skills. 

Books are wonderful learning tools but are inaccessible to some children. The UKLA report that one in ten children: do not have any book to call their own; have never been to a library; have never visited a book shop by the time they leave KS2.  

Below are some ideas for using film in the classroom to practice reading skills.  The reading skills are taken from The Literacy Shed Reading Skills grid which can be downloaded by clicking the image. 

Reading Skills Grid

Reading Foci

• RF1: Decode
• RF2: Inference and deduction
• RF3: Prediction
• RF4: Authorial Intent
• RF5: Summarise, review and evaluate
• RF6 Themes
• RF7 Performance

RF1: Decode

There is no real substitute for reading texts to teach decoding, using a step by step phonics programme and for older students who may be low ability use of reading interventions. However, film can allow younger children to develop a wider vocabulary, so that new words are not always unfamiliar.  
Film with subtitles allows children to practice their reading skills, it also encourages reluctant readers to read.  If for example, a foreign language film is used children will have to read the subtitles in order to understand plot and dialogue.  
This example is from 'Replay' which can be found on Literacy Shed here. 

Using a text like this poem, with a narrator allows children to read along and become familiar with the text.  They may be more familiar with words that they hear rather than those that they read in isolation. It also demonstrates how and where intonation is used. (An added benefit!) 

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RF2: Inference and Deduction 

Inference is the skill of reading the text for clues and forming a judgement.
KS1 make judgements based on what is said and done. KS2 infer characters feelings’ through thoughts and motives from their actions. Children justify inferences with evidence from the text.  

Children who are poor decoders focus so much on the decoding that the meaning of what they are reading can become lost.  Poorer readers find it difficult to read beyond the literal.  Film takes away the barrier of decoding and allows children to focus on the body language.  If you ask children 'How does the Lighthouse Keeper feel about his neighbours after watching this clip.  Most children offer answers such as:  he is annoyed with them, he doesn't like them, he thinks they are noisy, he is jealous that they are all having a good time.  When we ask the children to justify their answers they talk about him 'muttering under his breath' about them and slamming the window, either in frustration or to keep the noise out. 

Children can use their deduction skills to deduce that the Lighthouse Keeper is lonely.  They use the prior knowledge of light house keepers along with this clip to deduce that he lives by himself, he is jealous of his neighbours  and slams the window out of frustration.

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RF3: Prediction

Make predictions based on scenes from the film.  Look at prologues and predict what will happen in the whole film.  Watch endings and predict what happened to get to that point.  Watch events and discuss how these events will affect the plot. 

In this example we can start with the title of the film.  We can ask children what they think it is going to be about.  Often children conclude that it is going to be a sandman type creature going around the world dropping off dreams. 

When the children see the creature the children can predict whether or not he is a kind or evil creature, whether he will bring dreams or nightmares. 

At the point when he begins to crack the eggs, the children can predict what comes out.   There are other points in the film which are great for prediction too. 

The Next one....  Click here to view part 2

The next blog will look at the following:

• RF4: Authorial Intent
• RF5: Summarise, review and evaluate
• RF6 Themes
• RF7 Performance

As always comments welcome.