Develop skimming and scanning abilities

It's important to teach when skimming is appropriate and how scanning works to boost performance in KS2 reading tests. Teachers should clarify the distinction between skimming and scanning. The connection between these skills and answering non-fiction questions is discussed below.

• Skimming: Pupils need to understand that reading non-fiction differs from reading stories. For many types of non-fiction, quickly skimming before answering questions can be effective. Unlike narratives, pupils can gain meaning from non-fiction by using this method, and it saves time. Pupils should be taught that skimming does not simply mean reading extremely quickly. Teachers should explain that skimming involves focusing on the title, introduction, subheadings, images, and conclusion, rather than rushing through the entire text. In SATs tests, pupils might skim by taking notice of these specific features.
• Scanning: Scanning focuses on picking out keywords from questions and locating those words, or their synonyms or related ideas, in the text. Teachers may instruct pupils to underline or highlight these words once found to prevent losing track of important information. However, pupils should be told that excessive highlighting, like marking entire questions or large sections, should be avoided. It should be made clear that scanning is about finding and pinpointing details, not marking everything. Highlighting random parts may emphasise irrelevant information and create confusion during scanning for key answers.

The BBC Bitesize article linked below explains how to skim and scan, identifying the differences between these techniques. Click the button to read it and find helpful information for pupils.

Encourage attention to textual signposting

In KS2 SATs, information texts and interviews are the most common forms of non-fiction. These texts are organised with subheadings or interview questions, helping pupils navigate them more easily. Bold text and coloured or large font have been used to indicate subsections in all non-fiction SATs texts in recent years Most questions are tied to these clearly marked subsections and typically provide specific directions for where pupils should search for answers. Teachers should encourage pupils not to overlook these clues. For instance, if a question points to a particular subsection or the top of a page, pupils should be reminded that they need not look elsewhere.

Consider how questions are sequenced

Teachers should ensure that pupils are aware that SATs reading questions usually follow the order of the text.  For example, the answers to the first few questions are likely to be found within the first few paragraphs at the beginning of the text and so forth. In general, questions are linked to text order all the way through to the end of the text. There are exceptions. For example, a question may require pupils to compare information in two closely positioned sections or consider information within the whole text. Nevertheless, knowing that most questions follow the sequence of the text can save pupils time by steering them away from searching for answers in less relevant parts.

Practice under timed conditions

The KS2 reading assessment is 60 minutes in total. As it consists of 3 texts, this can be averaged out at 20 minutes per text. However, it is wise to consider the difficulty level of each text. The texts are ordered in level of complexity. Typically, there is a challenging narrative extract positioned at the end which will require more time to complete. Running out of time to answer all questions is a key factor in pupils failing to achieve the expected level. If pupils are able to complete the non-fiction text in less than 20 minutes, this will give them more time to spend on the narrative texts. Strategies outlined above such as skim reading, scanning for answers, considering the order of the questions and paying attention to signposting will help pupils become more speedy.

Links to KS2 reading tests from previous years can be found by clicking the link below. Challenge pupils by asking them to read and  complete the non-fiction reading section of some of these tests in 20 minutes or less. Tests from 2018 onwards are ideal for this. Tests earlier than this have now changed in format so are not so useful.