Archive | Reading

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Developing Inferential Comprehension

Before students can comprehend the written word, they need to be able to decode the text and this should always be a core focus of intervention if this is the underlying problem. A core component of comprehension is to be able to infer meaning by connecting ideas, responding to meaning that is not explicitly stated […]

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Decodable versus Levelled Readers

There are two key types of texts used in the teaching of reading and as a part of an intervention program for students having difficulty learning to read. ‘Decodable’ readers focus on ‘code’ and contain a large number of phonetically regular words that can be sounded out once a student has the corresponding knowledge. ‘Levelled’ […]

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Morphology

Morphology and Reading

In terms of language, morphology is the study of words, how they are formed, and their relationship to other words in the same language: ‘Morph’=shape/form and ‘ology’=the study of. It includes the identification and analysis of stems, root words (often of Latin or Greek origin), prefixes (added to the front of words) and suffixes (added […]

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Killing Reading

Killing Reading

Although many hours each week are allocated to reading in a classroom, especially in the junior years, many students are not developing a love of reading or choosing reading as an out-of-school activity.  Classroom reading time is likely to include completing activities from textbooks or photocopied worksheets, perhaps doing a phonic related activity, vocabulary drills […]

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Six Strategies for Building Background Knowledge

The number one reason that students perform poorly on comprehension assessments is that they can’t decode (see for example Gentaz et al.’s 2013 research). So, teaching students how to decode (i.e., read) always needs to be the starting point. However, once students can actually read the words on a page, there is a growing body […]

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