Beyond decoding – teaching comprehension in reading. Mae hen wlad fy nhadau yn annwyl i mi, Gwlad beirdd a chantorion, enwogion o fri; Ei gwrol ryfelwyr, gwladgarwyr tra mâd, Tros ryddid gollasant eu gwaed.
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Gwlad beirdd a chantorion, enwogion o fri;
Ei gwrol ryfelwyr, gwladgarwyr tra mâd,
Tros ryddid gollasant eu gwaed.
It is important for teachers to know and understand the cognitive processes that underlie these two interacting dimensions:
Word reading (phonics and word recognition / sight vocabulary)
Good word recognition, good language comprehension
Good language comprehension, poor word recognition
Poor word recognition, poor language comprehension
Good word recognition, poor language comprehension
What helps us to work out the meaning of unknown words and understand a text?
‘Every Teacher A Teacher Of Reading’
fostering a love of and motivation for reading, across genres
assessment and analysis of data that informs provision
identification of pupils’ specific needs
knowledgeable and effective teaching, matched to individual and group needs (planning and resources)
tracking of pupil progress
How good is pupils’ word reading?
How good is their comprehension (across a range of texts / genre)?
What is their spelling like?
How good is their vocabulary?
If they are struggling, what particular difficulties do they have?
Also, how motivated are they to read?