- Comprehension is not a single mental process. It is a complex combination of component parts which work together to help the reader understand the text.
- Comprehension results from readers applying strategies that support and deepen understanding.
- Teachers can draw attention to, and model, the use of these strategies so that young readers can develop the ability to use them independently.
- Teacher questioning should offer models for questions readers might ask themselves when they read, and young readers’ independent questioning should be encouraged.
- All kinds of texts – film, picturebooks, poetry, plays, fiction and non-fiction – should form part of the comprehension repertoire.
You can download the full UKLA Viewpoint on reading comprehension to the right of this page.