C13 CAP v/o ENG 3 Reading processes: comprehension and decoding

Reading processes: comprehension and decoding

BA Level 4 English 2021-2022 joy.mower@canterbury.ac.uk

English session 3 Cohort 13

Your academic and professional development

Opportunities are provided throughout to reflect on your learning. These are cumulative and should not just be about that section but what that section has added to your understanding.

Learning Aims

Links to the Standards

1. to know the components of reading using the 'simple view of reading' model;
2. to understand the interaction of skills involved in the 'global process' of reading;
3. to develop skills for teaching systematic synthetic phonics: pure sounds and blending and segmenting;
4. to understand the role of phonics books and real books in supporting different dimensions of children’s reading development;

Teachers' Standard 3 (DfE, 2013)

• to have a secure knowledge of the relevant subject and curriculum area and to foster and maintain pupils’ interest in the subject;
• demonstrate a clear understanding of systematic synthetic phonics;
• to demonstrate an understanding of and take responsibility for promoting high standards of literacy.

Think about which Spotlight Question(s) this session is helping you to address.

Simple view of reading

Language comprehension processes

Word recognition processes

Word recognition processes

Hover over each quadrant. Do these descriptions match the reading skills of individual children you know?

Language comprehension processes

(Gough and Tunmer, 1986)

Policy

The 'Simple View of Reading (SVR), is a model of reading, first attributed to Gough and Tumner (1986), but more recently adopted by The Rose Review of the Teaching of Early Reading (2006), and advocated as the model that should drive the approach to teaching reading in English primary schools.

From this, policy concerned with teaching and learning systematic synthetic phonics has developed in a number of ways including:

• the introduction of the Phonics Screening check;
• the inclusion of explicit and specific phonics content in the national curriculum (DfE, 2014);
• a requirement of the Teachers' Standards (DfE, 2011) that teachers 'demonstrate a clear understanding of systematic synthetic phonics'.

Reading as two components (SVR)

Language comprehension

Word recognition

• The ability to recognise words presented in and out of context.
• The ability to apply phonic rules, blending phonemes to decode.
• High quality phonics work: prime approach for beginners in learning to decode and encode.

• The process by which word information, sentences and discourse are interpreted.
• The same processes underlie comprehension of both oral and written language.
• Continues to develop throughout life!

Your academic and professional development

Opportunities are provided throughout to reflect on your learning. These are cumulative and should not just be about that section but what that section has added to your understanding.

Learning Aims

Links to the Standards

1. to know the components of reading using the 'simple view of reading' model;
2. to understand the interaction of skills involved in the 'global process' of reading;
3. to develop skills for teaching systematic synthetic phonics: pure sounds and blending and segmenting;
4. to understand the role of phonics books and real books in supporting different dimensions of children’s reading development;

Teachers' Standard 3 (DfE, 2013)

• to have a secure knowledge of the relevant subject and curriculum area and to foster and maintain pupils’ interest in the subject;
• demonstrate a clear understanding of systematic synthetic phonics;
• to demonstrate an understanding of and take responsibility for promoting high standards of literacy.

Think about which Spotlight Question(s) this session is helping you to address.

Can you read this?

Whenever the presuppositions of the register are superimposed on the subject matter, the liminal space is colonized by the concepts brought to bear. Such a colonization converts interpretation into an act that determines the intended meaning of the subject matter. When this happens, interpretation ceases. (Iser, 2000)

Click on the thumbs up to compare answers

Click on the question mark for some questions

Identifying the code

What knowledge do you need to crack the code? Click to compare answers and fo more info

Comprehension test?

1. Where did the wuggen zonk?
2. What was he grolling for?
3. Why was he grolling for poft?
4. Where was the poft?
5. Where on the SVR model would this level of decoding/ comprehension sit?
6. What knowledge did you bring to your reading that enabled you to answer the questions?

Click here to compare answers.

Onz upon a pime a wuggen zonked into the grabbet. Ze was grolling for poft because ze was blongby. The wuggen grolled and grolled until ze motte a tor. Ze blind to the tor, ‘Ik am blongby and grolling for poft. Do yum noff rem ik can gine some poft?’ ‘Kex,’glind ze tor, ‘Klom with ne wuggen, Ik have lodz of poft in ni bove.’

Filling in the gaps and error correcting

Think about what the processes involved in reading this and which words cause the greatest difficulty.

Nomral reading is a knid of high spede geussuing game, which explians why we find it difficult to prooof raed. The raeding process is incredibly flexilbe and can cope with all kinds of worng infromation, such as revresed letters, missprimts, punchation errers and chanignes in teip font, eny of witch wood compeltely fox a computre. But so long as sence is coming over the I bounds on. What does hold up the porcess are unfamiliar language constructions, as a when of juggled the about are all sentence words, the brian gets into an awful staet tryring to recnocile a snesible anticipated messaeg and the ronsensical messaeg which was actaully recived.

https://cccu.padlet.org/joy_mower/C13ENG3

Your academic and professional development

Opportunities are provided throughout to reflect on your learning. These are cumulative and should not just be about that section but what that section has added to your understanding.

Learning Aims

Links to the Standards

1. to know the components of reading using the 'simple view of reading' model;
2. to understand the interaction of skills involved in the 'global process' of reading;
3. to develop skills for teaching systematic synthetic phonics: pure sounds and blending and segmenting;
4. to understand the role of phonics books and real books in supporting different dimensions of children’s reading development;

Teachers' Standard 3 (DfE, 2013)

• to have a secure knowledge of the relevant subject and curriculum area and to foster and maintain pupils’ interest in the subject;
• demonstrate a clear understanding of systematic synthetic phonics;
• to demonstrate an understanding of and take responsibility for promoting high standards of literacy.

Think about which Spotlight Question(s) this session is helping you to address.

Decoding unfamiliar words

Can you read this word? (Hover over it to find out what it means!)

hippopotomonstrosesquipedaliophobia

Did you use phonic strategies?

What are the different size and types of 'chunk' that you could break it down into?

Did you use a combination of different 'chunks? Move your mouse from left to right below to see how I did it - but you may have done it differently.

phobia

ses

quip

dalio

monstro

pot

hippo

We will make different associations and bring different knowledge to the task, but I suspect none of use had to sound out every bit as we are experienced readers. Children learn phonics initially but it is not an end in itself: they are aiming at developing fluency and automaticity.

Decoding words using phonic strategies

Can you read these words?

baim strom kigh poil thend queep groiks splaw

Click on the arrows for more information about the Year 1 Phonics Screening Check

You probably had no difficulty reading these, even if you have never seen them before. It is also highly likely that we all said them in the same way. They are 'psuedo' or 'nonsense' words, designed to be phonically regular and to help teachers identify whether children are using phonic strategies when decoding unfamiliar words. At the end of year 1, children undergo a Phonics Screening Check; half the words are nonsense words and these are accompanined by a picture of an alien. This is to reassure children that they are not real words and as a result, 'alien' words has become another term for nonsense words.

Phonics skills and subject knowledge

These three short interactive presentations will help you to build some of the basic subject knowledge needed for teaching systematic synthetic phonics and provide an opportunity to practice the skills.

Your academic and professional development

Opportunities are provided throughout to reflect on your learning. These are cumulative and should not just be about that section but what that section has added to your understanding.

Learning Aims

Links to the Standards

1. to know the components of reading using the 'simple view of reading' model;
2. to understand the interaction of skills involved in the 'global process' of reading;
3. to develop skills for teaching systematic synthetic phonics: pure sounds and blending and segmenting;
4. to understand the role of phonics books and real books in supporting different dimensions of children’s reading development;

Teachers' Standard 3 (DfE, 2013)

• to have a secure knowledge of the relevant subject and curriculum area and to foster and maintain pupils’ interest in the subject;
• demonstrate a clear understanding of systematic synthetic phonics;
• to demonstrate an understanding of and take responsibility for promoting high standards of literacy.

Think about which Spotlight Question(s) this session is helping you to address.

Making sense of text

From an email from a student, who is also a parent, about her child's reaction to her reading book:

"This is a page from her reading book and when she read it out loud she burst out laughing.

When I asked her what was so funny, her response was "It doesn't make any sense Mummy! They've missed out the word 'the' before dog and hat. It should say the dog grabs the hat, not dog grabs hat, it's so silly that they've forgotten the the!"

She was in hysterics for a good few minutes. I think I found it really interesting as its not something that I have noticed her do before. Therefore, I am assuming that this is the first book she's read where the words didn't make complete grammatical sense."

Phonic reading scheme books

In these videos you will see the sort of books that are used in schools for children to learn to decode and move towards reading independently. They are carefully matched to the stage of phonics that the children are at. As SSP is systematic, children learn the letter/sound relationships (grapheme-phoneme correspondences or GPCs) in a specific order and so carefully graded books can be used to help them build their decoding skills, step by step. Even if you are very familair with these sort of books, watch at least one video and think about what children learn when reading these, and what they don't. Then click on the red buttons to read some more.

Read 2

Read 3

Read 1

Comprehension strategies

Comprehension is not a single mental process. it is made up of a range of component parts which work together to help the reader understand the text.

Predicting

Thinking aloud

Visualising

Clarifying

Think about what each of the terms mean then hover your mouse over each segment for more information.

Questioning

Noting text structure

Summarising

Connecting

Comprehension strategies (based on Tennent et al., 2016: 36) in Bearne and Reedy 2018, p198.

Real books for younger children

Although you should think about your own ideas for activities to facilitate children building and using comprehension in and through this book, you can also click on the link here to some ideas from the CLPE (you may need to register first).

Real books for older children

Again, although you should think about your own ideas for activities to facilitate children building and using comprehension in and through this book, you can also click on the link here to some ideas from the CLPE (you may need to register first.

Your academic and professional development

Opportunities are provided throughout to reflect on your learning. These are cumulative and should not just be about that section but what that section has added to your understanding.

Learning Aims

Links to the Standards

1. to know the components of reading using the 'simple view of reading' model;
2. to undertsand the interaction of skills involved in the 'global process' of reading;
3. to develop skills for teaching systematic synthetic phonics: pure sounds and blending and segmenting;
4. to understand the role of phonics books and real books in supporting different dimensions of children’s reading development.

Teachers' Standard 3 (DfE, 2013)

• to have a secure knowledge of the relevant subject and curriculum area and to foster and maintain pupils’ interest in the subject;
• demonstrate a clear understanding of systematic synthetic phonics;
• to demonstrate an understanding of and take responsibility for promoting high standards of literacy.

Think about which Spotlight Question(s) this session is helping you to address.

References and further reading

Bearne, E. and Reedy, D. (2018) Teaching Primary English : Subject Knowledge and Classroom Practice, Taylor & Francis GroupDepartment for Education, (2011). Teachers’ standards. Guidance for school leaders, school staff and governing bodies.Department for Education (2013) The national curriculum in England: key stages 1 and 2 framework document. Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumGough, P.B. and Tunmer, W.E., (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), pp.6-10.Rose, J., (2006). Independent review of the teaching of early reading.