Reading Comprehension (Spring 2024)
Delivered by Nikki Gamble
- Are you seeking to promote your pupils’ deeper understanding of texts?
- Would you like to know more about supporting poor comprehenders and challenging higher-attaining readers?
- Is it a priority in your school to develop teachers’ skills in facilitating cognitively challenging talk?
- Would you like to discover new texts that are carefully selected to support children’s progress in reading?
Most teachers know something about comprehension. This course aims to build on that knowledge, exploring in depth the role that inference plays in reading. Through exemplification, we distinguish between inferences needed to make the text coherent and those that elaborate on the information provided. We look closely at the role of cognitively challenging talk and how different modes of teaching and learning support deeper reading. We will look at practical strategies and tools, thinking about why and when to apply them and consider the danger of such tools becoming merely ‘activities’ if the why and when are not part of the planning. We will also look at text selection for progression and share many examples from our practice.
- What does current research tell us?
- How is reading fluency related to comprehension?
- What skills do good comprehenders us
- An in-depth look at inference and how to support different types of inference-making
- Teaching strategies that support comprehension, including metacognitive strategies
- The role of emotions in reading
- Developing and refining a response to reading
The course comprises three live online sessions and five recorded.
Live sessions are participative and are not recorded for confidentiality purposes.
Dates for the next cohort are:
- Tuesday 30th April 4.00 – 5.00
- Tuesday 4th June 4.00 – 5.00
- Tuesday 9th July 4.00 – 5.00
- English and Literacy Leads
- Primary teachers in KS1 and KS2
- Literacy leads in KS3
- Lower Secondary
- Knowledge of recent research into reading comprehension
- Practical application in the classroom through planned lessons and in-the-moment intervention
- Participants will conduct a small-scale action research project in their classes/schools
Areas of focus
- Research summary
- Cognitively challenging and exploratory talk in dialogic classrooms
- Developing purposeful listening
- Unpacking inference
- Reading fluency and comprehension connections
- Language and vocabulary
- When and how to teach skills and strategies
- Metacognitive approaches
- Developing personal response
- Choosing texts for teaching
What you get
- five live online webinars
- ten self-study modules
School (up to 30 teachers)£1500
Individual£300 + VAT