Reading processes: comprehension and decoding
BA Level 4 English 2022-2023joy.mower@canterbury.ac.uk
English session 3 Cohort 14
Your academic and professional development
Learning Aims
Links to the ITT CCF
Learn that:
- children need to develop decoding and comprehension skills;
- phonics books and real books have different roles in supporting children's reading development;
Learn how to:
- use pure sounds and blending and segmenting: the skills for teaching systematic synthetic phonics:
- use phonics books and real books to support children’s reading development;
1.3. Teacher expectations can affect pupil outcomes; setting goals that challenge and stretch pupils is essential. 3.9. To access the curriculum, early literacy provides fundamental knowledge; reading comprises two elements: word reading and language comprehension; systematic synthetic phonics is the most effective approach for teaching pupils to decode 7. 4. Teachers can influence pupils’ resilience and beliefs about their ability to succeed, by ensuring all pupils have the opportunity to experience meaningful success.
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 - past
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'.
Policy - present
From the ITT CCF:As a student teacher you will... Learn how toDevelop pupils’ literacy, by: • Observing how expert colleagues demonstrate a clear understanding of systematic synthetic phonics, particularly if teaching early reading and spelling, and deconstructing this approach. • Discussing and analysing with expert colleagues how to support younger pupils to become fluent readers and to write fluently and legibly. • Receiving clear, consistent and effective mentoring in how to model reading comprehension by asking questions, making predictions, and summarising when reading. • Receiving clear, consistent and effective mentoring in how to promote reading for pleasure (e.g. by using a range of whole class reading
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!
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 for more info
Comprehension test?
- Where did the wuggen zonk?
- What was he grolling for?
- Why was he grolling for poft?
- Where was the poft?
- Where on the SVR model would this level of decoding/ comprehension sit?
- 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/Eng3C14A
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.
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 a bit of each video and think about what children learn when reading these, and about the importance of practice. Then click on the red buttons to read some more.
Read 2
Read 3
Read 1
Your academic and professional development
Learning Aims
Links to the ITT CCF
- to know the components of reading using the 'simple view of reading' model;
- to understand the interaction of skills involved in the 'global process' of reading;
- to develop skills for teaching systematic synthetic phonics: pure sounds and blending and segmenting;
- to understand the role of phonics books and real books in supporting different dimensions of children’s reading development;
1.2 Teachers are key role models, who can influence the attitudes, values and behaviours of their pupils.
3.10 Every teacher can improve pupils’ literacy, including by explicitly teaching reading, writing and oral language skills specific to individual disciplines.
4.7 High-quality classroom talk can support pupils to articulate key ideas, consolidate understanding and extend their vocabulary.
References and further reading
Bearne, E. and Reedy, D. (2018) Teaching Primary English : Subject Knowledge and Classroom Practice, Taylor & Francis GroupDepartment 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-curriculum Department for Education (2021) The reading framework: teaching the foundation of literacy. Available at: https://www.gov.uk/government/publications/the-reading-framework-teaching-the-foundations-of-literacyGough, 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.
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Transcript
Reading processes: comprehension and decoding
BA Level 4 English 2022-2023joy.mower@canterbury.ac.uk
English session 3 Cohort 14
Your academic and professional development
Learning Aims
Links to the ITT CCF
Learn that:
- children need to develop decoding and comprehension skills;
- phonics books and real books have different roles in supporting children's reading development;
Learn how to:1.3. Teacher expectations can affect pupil outcomes; setting goals that challenge and stretch pupils is essential. 3.9. To access the curriculum, early literacy provides fundamental knowledge; reading comprises two elements: word reading and language comprehension; systematic synthetic phonics is the most effective approach for teaching pupils to decode 7. 4. Teachers can influence pupils’ resilience and beliefs about their ability to succeed, by ensuring all pupils have the opportunity to experience meaningful success.
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 - past
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:
Policy - present
From the ITT CCF:As a student teacher you will... Learn how toDevelop pupils’ literacy, by: • Observing how expert colleagues demonstrate a clear understanding of systematic synthetic phonics, particularly if teaching early reading and spelling, and deconstructing this approach. • Discussing and analysing with expert colleagues how to support younger pupils to become fluent readers and to write fluently and legibly. • Receiving clear, consistent and effective mentoring in how to model reading comprehension by asking questions, making predictions, and summarising when reading. • Receiving clear, consistent and effective mentoring in how to promote reading for pleasure (e.g. by using a range of whole class reading
Reading as two components (SVR)
Language comprehension
Word recognition
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 for more info
Comprehension test?
- Where did the wuggen zonk?
- What was he grolling for?
- Why was he grolling for poft?
- Where was the poft?
- Where on the SVR model would this level of decoding/ comprehension sit?
- 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/Eng3C14A
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.
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 a bit of each video and think about what children learn when reading these, and about the importance of practice. Then click on the red buttons to read some more.
Read 2
Read 3
Read 1
Your academic and professional development
Learning Aims
Links to the ITT CCF
1.2 Teachers are key role models, who can influence the attitudes, values and behaviours of their pupils. 3.10 Every teacher can improve pupils’ literacy, including by explicitly teaching reading, writing and oral language skills specific to individual disciplines. 4.7 High-quality classroom talk can support pupils to articulate key ideas, consolidate understanding and extend their vocabulary.
References and further reading
Bearne, E. and Reedy, D. (2018) Teaching Primary English : Subject Knowledge and Classroom Practice, Taylor & Francis GroupDepartment 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-curriculum Department for Education (2021) The reading framework: teaching the foundation of literacy. Available at: https://www.gov.uk/government/publications/the-reading-framework-teaching-the-foundations-of-literacyGough, 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.