Developing Reading Comprehension

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Paula J Clarke, Emma Truelove, Charles Hulme, Margaret J Snowling

Developing Reading Comprehension
210 pages
Age Range: 7 to 11
ISBN: 9781118606759

Presents cutting-edge, evidence-based interventions for dealing with specific difficulties of reading comprehension in children aged 7-11.

  • An in-depth introduction to the ‘poor comprehender profile’, which describes children who  despite being fluent readers have difficulty extracting meaning from text.
  • Sets out a range of practical interventions for improving reading skills in this group - along with comprehensive guidance on assessment and monitoring, and insightful accounts of professionals’ experience in delivering the techniques described.
  • Includes an overview of psychological theories of reading comprehension, evaluating their practical applicability.

Table of Contents

Foreword by Jean Gross CBE xiii

Acknowledgements xv

Chapter 1 What is Reading Comprehension? 1

Chapter 2 The Poor Comprehender Profile 13

Chapter 3 The York Reading for Meaning Project: An Overview 27

Chapter 4 Teaching Principles 47

Chapter 5 Intervention Materials: Oral Language Programme 59

Chapter 6 Intervention Materials: Text Level Programme 99

Chapter 7 Intervention Materials: Combined Programme 135

Chapter 8 Feedback and Evaluation 141

Chapter 9 Theoretical and Practical Implications 157


  • Appendix 1. Consent Procedures 165
  • Appendix 2. Training of Teaching Assistants 166
  • Appendix 3. Teaching Assistant Feedback on Training 166
  • Appendix 4. Manual Production 168
  • Appendix 5. Additional Preparation 168
  • Appendix 6. Fortnightly Tutorial Groups 169
  • Appendix 7. Record Sheets 169
  • Appendix 8. Observations and On-site Feedback 170
  • Appendix 9. Newsletters 172
  • Appendix 10. Sharing Data 172

Glossary 175

References 187

"In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, fluent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exemplifies what can be done to help children overcome them. It is anÊ importantÊandÊ timely contribution to securing high quality teaching of the range of attributes children need to become fully-fledged readers."
- Sir Jim Rose, CBE