The First Reader in the Family: Glittery Schools Reassessment

Glittery Schools teachers are currently reassessing their students after a school year in which they implemented the programme and consistently used the educational resources provided in their classrooms.

Among them is primary school teacher Ioana Teglaș, from “Lucian Blaga” Secondary School in Jibou, who shared with us the story of R., a child whose progress demonstrates the importance of early intervention, teacher perseverance and access to appropriate educational resources.

The First Reader in the Family

Behind every child who learns to read are countless hours of patience, encouragement and dedicated work from a teacher. The story of R., a second-grade student, shows that progress is possible when a child meets an adult who does not give up on them and has access to the right learning resources.

From Recognising Letters to Reading His First Words

At the beginning of the school year, R. knew the letters of the alphabet but was unable to combine them into syllables and words. He could recognise each letter separately, but reading itself was a challenge.

He would often go through a word letter by letter, only to pronounce a different word at the end. Letter combinations were difficult for him, and certain syllables were particularly hard to pronounce.

His challenges were not limited to reading. Writing was equally difficult: copying and transcribing words required considerable effort, his working pace was very slow, and writing from dictation seemed impossible. The texts he produced were difficult to decipher, and many letters were not formed correctly.

Faced with these difficulties, success did not come overnight. It was built step by step through consistent intervention and the teacher’s daily presence alongside the child.

During every Romanian Language and Communication class, R. was encouraged to read. Even when he could manage only a short sentence, every attempt was valued and turned into a learning opportunity.

The Power of Repetition and Glittery Schools Resources

The resources provided through the Glittery Schools programme played an essential role, particularly the books designed for early readers. These materials became regular learning tools in the classroom.

Together with the student, the teacher revisited the Grade 1 books, starting with the most accessible ones and gradually moving on to the titles recommended for Grade 2.

Reading activities were accompanied by comprehension questions, discussions about characters and events, imagination exercises and conversations that strengthened both his reading skills and his confidence in his own abilities.

Although support at home was limited and his family circumstances were challenging, his perseverance and good school attendance allowed the learning process to continue.

The books remained in the classroom and were used whenever an opportunity for reading arose. This gave the child repeated exposure to accessible texts, carefully graded vocabulary and stories that connected with his world.

An emotional turning point came when R. managed to read his first sentence independently, almost without assistance.

His classmates spontaneously applauded him.

For R., that gesture meant more than praise: it was confirmation that he could succeed. From that moment on, his motivation visibly increased.

When the Entire Classroom Becomes a Community of Readers

Today, R. can read independently.

Although he can still sometimes be seen processing words letter by letter before putting them together, he now reads most words correctly on his first attempt. He continues to make progress every day and, in some situations, even helps classmates who experience difficulties with reading.

His progress in writing is equally evident.

The difficulties have not disappeared completely, but he is now able to complete tasks that he could not even attempt at the beginning of the school year. His journey continues, with challenges and small steps forward, but the difference between where he started and where he is today is remarkable.

R.’s experience confirms the value of high-quality educational resources and the importance of sustained teacher involvement.

The books used in the Glittery Schools programme were not simply tools for practising reading. They also became starting points for developing empathy, critical thinking and curiosity.

The students read and reread the books they received, using them in a wide variety of learning contexts.

Books such as Îmbrățișări în oraș prompted discussions about care, support and responsibility towards others, as well as the situation of abandoned animals.

Sima și Siza opened up conversations about acceptance, respect, diversity and the jobs of the future in a constantly changing world.

More Than Reading: A Step Towards a Better Future

R.’s story reminds us that literacy is not simply about learning letters and words.

It means giving a child the opportunity to broaden their horizons, find their voice and gain access to opportunities that might otherwise remain beyond their reach.

Today, R. is the only reader in his family.

For him, reading represents much more than an academic skill: it is the first step towards a future with more possibilities.

We would like to thank primary school teacher Ioana Teglaș for openly sharing this experience and for the dedication with which she supports her students throughout their learning journeys.

R.’s story is one of many stories of progress being written every day in the classrooms of teachers involved in the Glittery Schools programme.

Behind every result are sustained effort, patience and perseverance — qualities we see in so many of the teachers participating in the programme.

This period of student reassessment reminds us how important it is to understand where each child starts and where they are in their learning journey.

Only through regular assessments can we identify genuine progress, detect difficulties early and provide the right support at the right time.

Reassessment is not simply about measuring results. It is also about understanding each student’s individual needs so that every child has the opportunity to progress at their own pace.

Stories like R.’s show us that when educational intervention is supported by appropriate resources and by the perseverance of a teacher who refuses to give up, the difference can be truly remarkable.