The 'Reading Comprehension House' and foundations that support word reading

Every day in our classrooms, rich experiences support children to learn to read. These span everything from developing new vocabulary in a science lesson, to increasing phonological awareness whilst singing in Early Years.

Early Years children can develop phonological awareness in surprising and creative contexts. Picture the scene: I am watching two children tap away at tambourines. No chatter – just intensive listening. Two taps from one, two taps back! I joined in, of course, and followed along.

Before long, the children used their names and tapped out syllables. Then came the story we had been reading – ​‘We’re going on a bear hunt’ – beating the drum to the brilliant bear hunt tale. Amidst those rhythms and singing, phonological awareness was increasing and reading readiness boosted.