Supporting children to decode

A key addition to our recently updated Improving Literacy at Key Stage 2 guidance report is the the Reading House model, which communicates the multifaceted nature of reading comprehension development.

As we tour the house, it becomes clear that we need to attend to every room. We can see then that we need to connect ​‘phonological awareness’ and ​‘print knowledge’ up to ​‘decoding’ so that every component of reading becomes well connected by high quality teaching. For instance, Storytime – which is so vital to developing pupils’ print knowledge’ continues to run alongside a structured synthetic phonics programme.