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Reading: Strategies

Children Playing with Colourful Blocks

Strategies

  • Written instructions should be clear and simple.
  • Worksheet design - ensure images are not distracting and that text is clear and visible.
  • Fonts and font size should be easy to read such as using Arial, Verdana, Tahoma, Century Gothic, Trebuchet, Calibri font sizes no less than 12.
  • Where possible, provide copies of any reading rather than expect pupils to read from the board.
  • Display key vocabulary in class, with supporting visuals where appropriate.
  • Use visuals alongside text to support understanding and word recognition (such as drawer labels, visual timetables, and instructions).
  • A ‘reading window’ may help support reading. A reading window is a guide so only one line of text is displayed. This helps the child focus on one line and supports their tracking, this could be a piece of card with a slit only big enough to read one line of text through.
  • Reducing the contrast between writing and the background it is on can make reading more comfortable for some child or young person (CYP). Experiment with coloured filters and ask CYP if they help or not. This does not require a formal assessment.
  • Provide audio books which enable the CYP to access age-appropriate and interesting curriculum-level books.
  • Record information for children to listen to or watch via a video clip. This allows children to access information despite their reading difficulties, adapting the curriculum to allow full access.
  • Provide opportunities for alternative forms of recording which enable the CYP to demonstrate knowledge without the requirement for an extended written response.
  • Ensure the CYP understands what key skill is being taught and how this is linked to prior learning. Make links between prior and future learning, both as a class ‘Red class, we know how to read these tricky words, next we are all going to learn how to read these five tricky words, and as an individual, ‘X, I love how you can read words containing the "sh" sound, next we are going to work together to read words that contain the "h" sound’.
  • Ensure that children have opportunities to develop both their decoding and their comprehension skills. This may mean that children are exposed to different texts dependent on the objective of the lesson. For example, their comprehension skills may be more developed than their decoding skill. They may therefore be listening to an audiobook of a complex text if the focus is on comprehension as opposed to decoding.
  • Provide opportunities to pre-learn and over-learn key concepts. This could be a daily pre-teach intervention before the session or a weekly pre-teach session providing key information (such as vocabulary to support a topic or practising inference-style questions). The purpose of these sessions needs to be clear - for instance, is the focus decoding the text or understanding the text?
  • Think carefully about the learning objective in each lesson. Ensure reading difficulties do not hinder progress in other subjects, such as maths or history.
  • If the CYP has a slow reading rate, give them time to process information before a response is needed.
  • Think carefully about the next steps and ensure they are linked with CYP’s development. Dependent on the child’s current levels, this might not be in keeping with their age-related curriculum expectations. Link the next steps to Assess, Plan, Do, and Review targets if appropriate
  • Support children to understand how they can help themselves if they do not know how to do something, so they feel empowered as learners. Explicitly teach skills such as how to use a dictionary, and how to use sound mats, do not presume children will know how to do this independently.
  • Ensure that CYP who are struggling with reading have lots of opportunities to develop their vocabulary in diverse ways.
  • Work with CYP’s families around ways to support their skills and confidence with reading at home.

Support

  • Ensure that concepts about print are established (See Interventions for Reading How-to sheet).
  • Actively teach reading fluency - developing fluency [Size: 598 KB, File: PDF].
  • Revisit and revise high-frequency words daily.
  • Introduce key vocabulary and display it clearly in the classroom
  • When teaching new vocabulary, draw attention to both the semantic and phonological aspects of the word.
  • Ensure that reading to an adult is focused and there is a clear purpose such as developing fluency.
  • Encourage opportunities for CYP to be read to, read with, and be heard reading.
  • Make reading a positive experience - provide opportunities for the CYP to feel like a successful reader by planning opportunities for CYP to read accessible texts. Liaise with the home to see what support can be given. It is important to understand each parent’s capacity to provide support will vary.
  • Ensure sound mats and high-frequency word mats are available and clearly within the CYP’s view.
  • Provide opportunities to revise keywords or sounds before reading, so the CYP then approached the task with confidence. See How to Guide - Strategies to Develop Reading Skills [Size: 184KB, File: PDF] which explains how to do a book orientation.

  • Provide specific instruction in reading comprehension strategies. The Education Endowment Foundation provide reading comprehension strategies.
  • Use story maps to develop an understanding of the sequence and structure of a story.
  • Read a story aloud, or provide an audio version, so the CYP can focus on the content.
  • Use ‘I wonder sentence starters to help children discuss their understanding.
  • Support ideas and vocabulary with images where possible.
  • Break down key elements of the text and use visuals or keywords to support the CYP’s memory.
  • Display key information for the CYP (such as key character names, location names etc.) so they are not having to ‘find’ key information.
  • Teach CYP to identify keywords in a comprehension question. For example, if the question is asking ‘why?’ your answer will need a ‘because,’ if the text is asking you ‘when?’, you will need to find a date and time etc. Make these clear in both written and verbal questions; highlighters and post-its might be helpful.
  • Helpful strategies and approaches include Understanding Working Memory: A Classroom Guide [Size: 367 KB, File: PDF].

  • The Education Endowment Foundation provides useful guidance to support developing fluency [Size: 598 KB, File: PDF].
  • Trial the use of reading rulers for tracking.
  • Provide daily reading opportunities for both individual reading and reading with an adult (reinforced at home if possible).
  • Use texts which are at an ‘easy’ level (CYP can read at above 95% accuracy, so they can focus on developing fluency rather than decoding.
  • Provide opportunities to practice unknown words first (if necessary) and then to re-read the sentences with fluency.

  • The National Literacy Trust resource provides tips for teachers and parents about how to boost enjoyment of reading.
  • Ask the CYP to identify books and other reading material they would like to read.
  • Ensure that CYP has motivating texts to read to them.
  • Consider what material the CYP is motivated to read, this could be done through discussion and observation of the pupil’s reading choices.
  • Provide books for the CYP that are at an easy or recreational level (text that the pupil can read with at least 95% accuracy), which the child can reread for enjoyment and to develop fluency.
  • Avoid using the language of ‘failure’ that can sometimes be associated with reading schemes or assessments.
  • Reduce any feeling of pressure by not asking a CYP to read aloud to the class unless they want to. If they do want to read give the CYP time to prepare their part. If possible, provide the text in advance.
  • Make personalised books with the CYP, as seeing themselves in print can be very motivating.
  • Celebrate when CYP demonstrates learning ‘skills’ such as resilience, perseverance, listening, and collaboration. Praise the skill, not the outcome.
  • Support the development of a growth mindset both as a class and as individuals. Make explicit links to this about reading.
  • Build the CYP’s self-esteem and self-efficacy as a reader. Ensure each CYP knows what they can already do and is aware of their next step.
  • The Open University Reading for Pleasure website has many recommendations to motivate and engage children with reading activities.

Reading House Model

The ‘Reading House Model’ is a helpful illustration of the parts of reading, an explanation from the Education Endowment Foundation is available below.

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Glossary

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Glossary page