Importance Of Reading Comprehension

Children have to be able to read words and understand what they are reading, which is known as comprehension. Therefore, gaining an understanding in Literacy is important for children in terms of being able to decode certain information. By doing so, children can apply their increasing fluency to other subject areas mentioned in the National Curriculum (NC). In this assignment an understanding of what an effective school reading policy is and ways it could be implemented so that children make progress and develop in reading will be shown. Aims and principles of key documentation such as the Primary Framework for Literacy, NC for English and the Simple View of Reading (SVR) will be explored to show the impact that it has on the teaching of Literacy.

Accordingly, all schools have a reading policy and there are many benefits of one being used. Teachers can adopt a whole school approach which can be utilised to support children in becoming independent readers and aiding children to make progress in both Key Stages. Kanolik and Turker (2011) suggest that schools should initiate whole school reading, which should involve all members of staff including the head teacher. The initiation of this approach can be underpinned through whole school commitment and dedication of members of staff (Blandford and Knowles, 2013). This can lead to the “development of a sustainable reading culture within schools” (National Union for Teachers NUT, 2016). This is of importance as the reading policy emphasises it is essential that reading is developed in schools with greater focus being put on the teachers, teaching children to read through phonics in Key Stage

EAL and SEN children have not been addressed in the reading policy, however the reading policy does suggest that phonics is taught in a “multi – sensory and active environment such as the Early Years outdoor area”. These two groups of children may require more time to learn phonics. In the reading policy strategies which are specifically put in place for these groups of children alongside any children who haven’t made as much progress with their phonological knowledge and skills as their peers could be addressed. The school might adopt a strategy which includes children working individually with an adult as part of an intervention programme so that they can make progress like the rest of their peers (Marsh and Hallet,