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  • What is reading comprehension PDF?

    Reading comprehension is an important skill for navigating the textual world around us. It is a dynamic process that involves making predictions, summarizing the main idea, questioning one's predictions, and clarifying unclear concepts.
  • How to do a reading comprehension exercise?

    The following are seven simple strategies you can use to work on your comprehension skills:

    1Improve your vocabulary. 2Come up with questions about the text you are reading. 3Use context clues. 4Look for the main idea. 5Write a summary of what you read. 6Break up the reading into smaller sections. 7Pace yourself.
  • Where can I practice reading comprehension?

    11 Free Reading Comprehension Exercises Online

    EnglishMaven. This site, which is suitable for grades K-12, offers numerous reading comprehension exercises that are unique, colorful, and interactive. EnglishForEveryone.org. ReadTheory.org. ReadWorks. Lit2Go. East of the Web. UsingEnglish.com. Super Teacher Worksheets.
  • It is an exercise which aims at improving or testing one's ability to understand a language. Try to remember your English class at your school. Each day you were taught new lessons. The stories, the poem, the questions, and answers were unseen to you before you read them.

A guide to support conversations about

evidence-based practice in reading

Improving reading

comprehension

Years 3 to 8

Literacy and numeracy

2023 Update

en-GBNSW Department of Education

Improving reading comprehension - Years 3 to 8 2

Contents

Leading to improve reading

Reading comprehension

This document is designed for online use.

Improving reading comprehension - Years 3 to 8 3

Purpose of the resource

The purpose of this guide is to support directors, educational leadership, principals, school leadership teams and teachers to have informed conversations about evidence-based reading instruction in all key learning areas across both primary and secondary school contexts.

This guide can:

assist with an analysis of current practices help to inform planning for school improvement in reading suggest ways to build teacher capacity and understanding of effective reading with explicit classroom practices and professional learning resources.

Situational analysis

This guide can be used as part of the situational analysis in the following ways:

Looking inward includes analysis of data, such as

evidence of staff knowledge and perceptions around reading, and evidence of students" current skills The guide should be used in conjunction with a thorough analysis of internal and external measures such as:

Transition to Year 7 Assessment

Check-in assessment

NAPLAN data

school-based data

National Literacy Learning Progression

EAL/D Learning Progression.

Looking outward includes comparing the school's

approach to the teaching of reading with the research

This guide:

explains the components of reading instruction describes evidence-based practices for describes the roles and responsibilities of

Looking forward includes making decisions in

response to information gained in the Looking inward

ĥȌLooking outward phases.

This guide makes suggestions for ways to adapt and improve reading instruction across Years 3-8.

Improving reading comprehension - Years 3 to 8 4

Reading comprehension

Reading is a complex cognitive process. It requires our brains to make new connections between the parts that were designed to enable us to develop oral language and process visual information. Learning to read requires explicit teaching in order for our brains to make those new connections. The Simple View of Reading (Gough and Tunmer, 1986) suggests that reading comprehension is the product of two sets of skills: decoding and linguistic comprehension. Since Gough and Tunmer"s original paper, many researchers have provided evidence that ‘measures of decoding and linguistic comprehension each predict reading comprehension and its development, and together the two components account for almost all variance in this ability" (Castles, Rastle and Nation,

2018 p.27).

The work of Hollis Scarborough (2001) further developed the Simple View of Reading through the use of a rope metaphor with strands of the rope representing the various interconnected components of skilled reading (refer to image below). This framework expands linguistic/language comprehension to include background knowledge, vocabulary knowledge, language structures, verbal reasoning and literacy knowledge. Scarborough also expanded the decoding/word recognition component of the Simple View of Reading to highlight the importance of phonological awareness, decoding and sight recognition. Scarborough, H.S. (2001). Connecting early language and literacy to later reading (dis)abilities:

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