Lessons in Teaching Reading Comprehension

A message from the authors

The National Curriculum for 2014 places an emphasis on encouraging children to read for pleasure and to be able to discuss what they have read in order to effectively demonstrate secure comprehension skills.   We are often told by teachers and trainees that they are finding it difficult to meet the needs of more able readers particularly in years 5 and 6 and require ways in which they can challenge pupils particularly with the introduction of level 6 tests in Year 6.

This book provides clear, good quality lesson exemplars to follow alongside a detailed exploration of what makes them good, and the theory behind them. The introductory chapters provide the pedagogical and theoretical underpinning essential to teach reading outlining the historical context and statutory requirements. 

In writing this book, we wanted to provide teachers, those training as teachers and those supporting trainee teachers with a text that links theory to practical application in the classroom, particularly when meeting the needs of all levels of ability.

About the book

Why do we teach children to read?  It is not merely to decode the words.  We teach them to derive meaning from the text, to comprehend it. To not just read the lines, but to read between the lines and even read beyond the lines.

  • How can you make teaching comprehension in primary schools effective and engaging?  
  • How are you ensuring that children are finding meaning in what they read and how do we support more able readers to learn more?
  • What does a good 'reading' lesson look like?

This book demonstrates the effective teaching of reading though exemplar lessons. It discusses what makes them good lesson plans and how they can be adapted to suit different classes and different schools. It helps you to cultivate your subject knowledge and invigorate your classroom teaching through focusing on what children need to learn and how to teach it.  

About the authors

Suzanne Horton

Suzanne Horton, University of Worcester, UK

 Louise Beattie, University of Worcester, UK

Louise Beattie

Branwen Bingle, University of Worcester, UK


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