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Why is reading important in primary school?
Most pupils will need help in making the leap from teacher-guided close study of graded short texts to authentic literature. Encourage pupils to think about their approaches to reading and how to build their confidence.
Oct 8, 2024 · Teaching comprehension and inculcating a love of reading in your pupils depends on a combination of direction and flexibility, writes this primary headteacher
Jul 10, 2021 · helps schools to meet existing expectations for teaching early reading, as set out in: the national curriculum programmes of study. the statutory framework for the early years foundation stage....
- Aims of Education in English
- The Early English Curriculum in Schools
- Spoken Language
- Reading
- Writing
- Literature
English is a complex subject that combines the disciplines of English language and literature. It is beyond the scope of this review to debate the aims of a curriculum for English. Instead, we discuss the nature of the curriculum and the pedagogy that could meet the aims of the national curriculum for English. The review structure is designed to co...
The importance of high-quality spoken language
At both primary and secondary level, the gap between those who are word-rich and those who are word-poor correlates with lasting socio-economic and health inequalities. Children with a language deficit at the age of 5 are 4 times more likely to have reading difficulties when they are adults.[footnote 26] Spoken language proficiency also has a positive effect on later economic well-being, and on happiness and mental health.[footnote 27] Developing spoken language, including vocabulary, is esse...
The components of reading and writing in the early years and key stage 1
The national curriculum’s programmes of study for reading reflect the simple view of reading.[footnote 34] The updated version of Gough and Tunmer’s original model describes reading comprehension as the product of word recognition and language comprehension.[footnote 35] The national curriculum outlines that:[footnote 36] The programmes of study for key stages 1 and 2 are organised to reflect these 2 aspects of reading – word reading and comprehension.[footnote 37] The programmes of study for...
Starting phonics teaching early
A rigorous review and meta-analysis of research literature on reading by the National Reading Panel (NRP), from the United States, found it highly beneficial for phonics teaching to begin on entry to school.[footnote 42] According to the NRP analysis, systematic phonics teaching is much more effective if introduced early on rather than after American first grade at age 6. Daily systematic phonics instruction leads to a faster start in early reading and spelling.[footnote 43] Findings from cog...
A curriculum for spoken language
This section builds on ‘The early English curriculum in schools’ section of the review and applies to primary and secondary levels. Research indicates that there is a correlation between pupils’ spoken language skills and their academic outcomes, social development and emotional development.[footnote 77] This suggests a link between spoken language development and pupils’ broader life outcomes.[footnote 78] Therefore, spoken language is an important goal of the curriculum. Alexander outlines...
Teaching activities for spoken language
There is an important distinction between what primary and secondary school pupils need to learn for success in spoken language and the teaching activities that might promote learning spoken language. This distinction is important because it cannot be assumed that pupils will learn the knowledge necessary for effective spoken communication, for example vocabulary, simply by being encouraged to speak more or through unstructured activities. That knowledge can be identified and directly taught...
Rhetoric
For older pupils, the discipline of rhetoric can give an insight into how writers and orators use spoken language.[footnote 92]Pupils can learn how spoken language is constructed and produced, and the connections between words, sentences and whole texts or in speech, from individual utterances to dialogues and speeches. Pupils can learn about the meanings and nuances of the spoken word, the craft of a writer or speaker, and the ways in which spoken language conveys, explores and manipulates m...
Progression in comprehension
Three factors underpin reading comprehension and their significance to comprehension is explored, in turn, below. These factors are: 1. knowledge– for example, linguistic knowledge, orthographic knowledge and general knowledge 2. processes– for example, decoding, word identification, meaning retrieval, sentence parsing, inferring and comprehension monitoring 3. general cognitive resources: for example, memory[footnote 93] Pupils must understand the language used in the text.[footnote 94] Once...
Reading independently and for pleasure
Research on the benefits of pupils’ reading for pleasure is extensive.[footnote 169] This research indicates a positive correlation between pupils’ engagement with reading and their attainment in reading, motivation to read and their self-confidence in reading.[footnote 170] Research also suggests a link between pupils choosing to read and improved general knowledge;[footnote 171] a wider vocabulary and better language development;[footnote 172] and improved attainment and more positive attit...
Features of an effective writing curriculum in primary and secondary schools
Learning to write well allows pupils to share their ideas, communicate with others and learn from the wider curriculum. The 2014 national curriculum, unlike the 1998 National Literacy Strategy, does not require pupils to be taught to write particular genres or text types.[footnote 178] It focuses on writing for different purposes: ‘to describe, narrate, explain, instruct, give and respond to information, and argue’.[footnote 179] Across the different phases, pupils will produce many different...
Transcription
Fluent transcription skills are the foundations of writing. If pupils master these, they can then focus their attention on developing, organising and communicating their ideas. If spelling and handwriting are not fluent, pupils’ working memory is overloaded and it becomes difficult to focus on composition.[footnote 181] An effective writing curriculum should give time for pupils to be taught and to practise the component skills of transcription, at least in the early stages of primary. Kellog...
Composition
Pupils need secure knowledge of English grammar for composition. This enables them to express themselves clearly and creatively through writing. The grammatical structures of a text carry much of the writer’s intended meaning. Exploring these choices in texts allows the writer to understand the writer’s thoughts better.[footnote 200] Research with secondary school pupils suggests that pupils benefit from being taught how to combine and construct sentences. This not only improves the sentences...
The study of English literature
Literature is at the heart of the subject of English. It has profound effects on our thoughts and on the ways in which we experience the world. It can shape our inner lives, and our identity. Novels provide scope for the exploration of worlds: real and imagined; far and near. Drama can depict intense moral dilemmas, domestic conflicts and powerful moments in history. Poetry, because it works in special ways, can convey heartfelt emotions and epiphanies. Literature also contributes to the big...
Literary knowledge
As pupils advance through school, the curriculum in English, including literature studies, should include the subject-specific prerequisite knowledge needed for achieving the subject’s curriculum goals. A strong curriculum will develop pupils’ epistemic knowledge, defined by the OECD as ‘the understanding of how expert practitioners of disciplines work and think’.[footnote 228] Some commentary uses the term ‘disciplinary knowledge’ to describe a similar idea. Epistemic knowledge helps pupils...
Progression in literature through carefully chosen and sequenced texts
Through the study of carefully chosen literature (see the ‘Sequencing text choices for progression: building readiness’ section), pupils’ epistemic knowledge and capacity to appreciate literature can grow over time. For instance, pupils can gain an increasing understanding of the craft of the writer (including the specific language, grammar and syntax used in each text) through studying a carefully chosen sequence of texts over time. They also gain knowledge of the main characters, the plot a...
Oct 4, 2023 · Discover expert strategies for teaching reading in English lessons and how schools can promote a love for reading through interactive approaches.
Mar 5, 2024 · Teachers help pupils to build fluency in reading while they are learning to decode, by making sure that they read and re-read decodable books. This builds up the bank of words...
How do pupils learn to read? Reading ability can pose a barrier to many pupils in accessing the curriculum. Therefore, in order to support all pupils to succeed, you should develop their...
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A Complete Preschool Multimedia Curriculum. Parents and Teachers Working Together
