Developing Reading Comprehension
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Presents cutting-edge, evidence-based interventions for dealing with specific difficulties of reading comprehension in children aged 7-11.
- An in-depth introduction to the ‘poor comprehender profile’, which describes children who despite being fluent readers have difficulty extracting meaning from text.
- Sets out a range of practical interventions for improving reading skills in this group - along with comprehensive guidance on assessment and monitoring, and insightful accounts of professionals’ experience in delivering the techniques described.
- Includes an overview of psychological theories of reading comprehension, evaluating their practical applicability.
Comprehension children in the waiting control group received intervention, given that their needs had been highlighted through the process of selection; however, crucially, the intervention was only implemented after the final assessment point to allow us to compare the three intervention groups to normal classroom practice. The decision to use a waiting list control group was considered appropriate as the intervention programmes were created to be applicable to children across Key Stage 2.
the domain in which the reading material was presented and the activities carried out. In the Oral Language programme, the passage of the day was presented for children to listen to, rather than read themselves, in line with the emphasis of the programme on oral language. Listening to spoken passages is quite different from reading passages either aloud or silently. Additional cues are available when listening to pieces of text; these include intonation, facial expression and gesture, all of
for understanding the meaning of text are numerous and complex. In Chapter 1 we described models that can be used to capture these skills and processes and in Chapter 2 we introduced the poor comprehender profile, characterised by intact reading accuracy skills coupled with weak reading comprehension ability. Using this information as a backdrop, we developed a second intervention that specifically and directly targeted the extraction of meaning from text; we called this the Text Level programme.
(d) A saucepan All of the above predictions are indeed possible but some are much more likely or sensible than others. Following discussion of the various possibilities, children were encouraged to consider ‘What makes a good prediction?’ and were reminded when making predictions to try to think carefully about all of the relevant available information and use that information to make the most sensible guess. Later in the programme, attention was drawn to the plausibility of different stories
possible during our observations. Immediately following each observation we discussed the session with the teaching assistant. We were mindful of maintaining a warm, collaborative relationship with the teaching assistants and tried to ensure that they did not feel like they were being assessed or judged. We reinforced the idea that we were all learning and developing the programmes together and that observations gave us all a good opportunity to reflect on the relative successes and difficulties