Reading comprehension strategies focus on the learners’ understanding of written text. Pupils are taught a range of techniques which enable them to comprehend the meaning of what they read. These can include: inferring meaning from context; summarising or identifying key points; using graphic or semantic organisers; developing questioning strategies; and monitoring their own comprehension and identifying difficulties themselves (see also Metacognition and self-regulation).
On average, reading comprehension approaches deliver an additional six months’ progress. Successful reading comprehension approaches allow activities to be carefully tailored to pupils’ reading capabilities, and involve activities and texts that provide an effective, but not overwhelming, challenge.
Successful reading comprehension approaches carefully select activities for pupils according to their reading capabilities, and ensure that texts provide an effective, but not overwhelming, challenge.
There are some indications that computer-based tutoring approaches can be successful in improving reading comprehension (although the evidence is less robust in this area), particularly when they focus on the development of strategies and self-questioning skills.
Comparative findings indicate that, on average, reading comprehension approaches appear to be more effective than Phonics or Oral language approaches for upper primary and secondary pupils, for both short-term and long-term impact. However, supporting struggling readers is likely to require a coordinated effort across the curriculum and a combination of approaches. No particular strategy should be seen as a panacea, and careful diagnosis of the reasons why an individual pupil is struggling should guide the choice of intervention strategies.
There is extensive evidence in this area, from a range of studies over the last 30 years. The majority of studies are from the USA, and focus on pupils aged 8-18 who are falling behind their peers or have difficulties with reading.
In the UK, recent evaluations of programmes that have included a focus on teaching reading comprehension strategies have not found such an extensive impact, though there is evidence that children from disadvantaged backgrounds may benefit more .
The cost of the resources and professional training required to deliver reading comprehension strategies is estimated as very low. Evidence suggests that reading comprehension approaches need to be tailored to a pupil's current reading capabilities, so it is important that teachers receive professional development in effective diagnosis as well as training in the use of particular techniques and materials. The cost for an intervention with this type of training is estimated at £1,200 per teacher or £48 per pupil.
Effective diagnosis of reading difficulties is important in identifying possible solutions, particularly for older struggling readers. Are you confident that the problem(s) a pupil is facing in making expected progress is in decoding the words, understanding the structure of the language used or understanding particular vocabulary, which may be subject specific?
Effective diagnosis of reading difficulties is important in identifying possible solutions, particularly for older struggling readers. Pupils can struggle with decoding the words, understanding the structure of the language used or understanding particular vocabulary, which may be subject specific. What techniques will you use to identify particular pupils’ needs?
A wide range of strategies and approaches can be successful, but these need to be taught explicitly and consistently. How are you going to identify the strategies that will meet the needs of your pupils and how will these be reinforced?
How can you focus learners’ attention on developing comprehension strategies that they can apply more widely?