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Shane Lavery, Assistant Principal and Year 6 Teacher at Lower Fields Primary Academy, reflects on the impact that teaching fluency explicitly has had on their pupils’ comprehension.

Reading. Something wasn’t working…

The children could decode. The children could read at an appropriate speed. They could identify what type of question was being asked – they even had effective methods to try and find an answer. So why were they unsuccessful?

Ultimately, we could not see the wood for the trees: lost amongst a myriad of different measures of reading success, the children did not comprehend what they had read.

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