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Reading

Pre-Reading Activities

This is the second of my “Back in the old days when I first started teaching” posts. As I mentioned in my previous post,  Year 1 was the first year of formal learning and there were three terms each year.  In Year 1, students spent the first term participating in pre-reading, pre-writing and pre-maths activities.  […]

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Reading

The Comprehension Continuum

Comprehension moves from the basic recall of information through to making inferences and finally making evaluative judgements.  Each of these types of comprehension have a place to play in our understanding of the text.  However, many comprehension activities don’t move past basic literal comprehension questions where the answer can be found simply by looking back […]

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Reading

Letter Sounds Matter

Which is more important – knowing the name of letters or knowing the sound of the letters? The importance of knowing letter names versus letter sounds in early literacy development has long been debated. Similarly, should we be teaching letter sounds first and then letter names or is the reverse order of more benefit, or […]

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Reading

What do we Know about Fluency in 2020?

  There is no doubt that being able to read with fluency is an important component of reading. Hasbrouck (2020) provides a succinct overview of the information contained in the National Reading Panel report, published 20 years ago, and assesses it in light of current research. Defining Fluency The National Reading Panel report defined fluency […]

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Teaching

Explicit Instruction

For a substantial period of time the preferred method of instruction has been focused on enquiry learning and direct, explicit instruction has been viewed negatively.  Yet, there is a large body of research demonstrating the benefits of direct, explicit instruction for students struggling with reading.  Two large international studies provide further support for this teaching […]

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