• Important to read accurately and reducing the cognitive load through making reading an automatic process

Comprehension:

• Important to be systematic before, during, or after the reading in order to understand better

Vocabulary:

• Using word maps to teach multiple meanings and link concepts

To help them improve their vocabulary, teachers

• Had a word web whereby there is a main word and students gave their inputs regarding words related to the main word

• Used sensory ways by pairing the word with imagery/picture the meaning of the word/making it real for them

• Pre-teach vocabulary to give them a “preview”. Showing them pictures related to the vocabulary, having partner talks, explaining what it means

• Leverage on games or comics as long as the content is okay, not limiting the students desire to read

Reading comprehension

• Underline important information in the texts

• Note taking (annotation)

• Reading aloud

• Visual imagery/visualise the text

_{~ Two types of reading fluency: oral and silent.}

_{~ Choral reading can be a way to improve reading fluency — remember to point to the words from left to right in a ‘flowy’ manner.}

_{~ Students should match the pace of the teacher when reading together with expression.}

Vocabulary

_{~ Always collaborate with the EL department to identify what the student requires help with.}

_{~ Use multisensory methods to teach the words.}

_{~ It is essential to pre-teach vocabulary.}

_{~ Teach sight words for early readers or very weak readers.}

Reading comprehension

_{~ Two elements that make up the process of reading comprehension are: vocab knowledge and text comprehension.}

_{~ Use read-alouds or audiobooks to focus on comprehension skills.}

_{~ Remember that the student is not having decoding issues before teaching comprehension skills.}

_{~ Highlight key words, but not too many.}

• Fluency is not just speed or accuracy, but the bridge between word recognition and comprehension.

• Silent reading fluency is especially crucial for lifelong reading.

• Consistent modelling and reinforcement matter more than rubrics alone.

• Vocabulary and comprehension are deeply linked—strategies like word-webs, root analysis, and the 3-tier model help build word banks.

• Pre-teaching vocabulary equips students with the tools to access texts, build confidence, and engage with content-heavy subjects.

• Creative approaches (e.g., comics) can support students who struggle with traditional texts.

• The Science of Reading shows that comprehension and decoding should sometimes be separated, with read-alouds and discussions fostering deeper meaning.

• Tier 2 vocabulary is critical for understanding academic subjects beyond decoding.

• Overall conviction: expanding vocabulary is central to building fluency and unlocking true comprehension.

- Can apply strategies before, during, after reading the comprehension e.g. understanding the important vocab, draw mindmap, use reciprocal reading

- Fluency is important in understanding the written words.

Fluency is essential for decoding and comprehension. Reading accuracy is important, the way the text is read out and expressed also matters. This can help the child to understand what the word means instead of just blindly reading it. 

Strategies: 

• Choral reading, 

• Partner Reading 

• Timed Repeated readings. 

Vocabulary

Explicitly pre-teaching vocabulary with instructional words can help the student know what to do. It can also help build confidence to allow the child to achieve more success. 

3 Tiers of Vocabulary

1. Tier 1: Basic, conversational words. 

2. Tier 2: High-utility words found across contexts (key for instruction).

3. Tier 3: Low-frequency, domain-specific words.

Strategies: 

• Explicit instructions

• Word maps 

• Context teaching

Reading Comprehension

The act of decoding and understand what is being read.  Consists of both vocabulary and text comprehesion

• Learnt about the importance of not teaching in isolation!

• Different strategies to improve fluency/comprehension and vocabulary.

• Importance of setting the context to students and explaining the meaning of big words!

• Make learning engaging for the child!

2) Vocabulary and comprehension are almost the same

3) Pre-teach vocabulary by giving definitions and give examples and non-examples related to what the students know

• Importance of building immediacy when reading : reducing the cognitive load for our students so they can focus on comprehension

• Fluency rubrics and establishing expectations: these rubrics can be tailored to the needs and maybe even interests of the students

  
  

  Comprehension

• Needs to be thorough before, during and after: we tend to think comprehension only involves the “after reading” stage

Vocabulary

• Sensory approach to introduce new words to younger learners or those with learning difficulties

• Examples and non-examples to aid understand

Vocabulary: Word webs and linking definition to pictorial / mental representation by making learning sensory.

Comprehension: Memory and understanding, linking to own experience and making inferences about text. Being able to explain to others.

If child can read at least 25-50% of the words, they can be taught comprehension skills and strategies.

1. Various strategies learnt to support fluency : such as timed repeated readings, and audio assisted reading.

2. Various strategies to support vocabulary: word segmatic

3. Always use multi-sensory approach when teaching vocabulary to increase understanding.

4. When doing guided reading, don’t point and point. Move your finger across line in a flow manner.

Vocabulary: Using the imagery and linking to prior experiences instead of just the dictionary.

Comprehension: Importance of explicit teaching e.g. for active reading tips, or other skills.

Avoid teaching in isolation, and always make connection when teaching. Connect with prior knowledge, what’s being taught in the classroom and to the world. This allows the student to have a better understanding of what they have learnt.

I like the Word Wall technique. Q-A technique.

Now I will try to read with more consciousness and understanding.

Thank you for this topic!

It is important to master fluency in order to read and understand text. This is the basis of manoeuvring around language learning.

The various strategies to mastering it is interesting and extremely useful for any kind of learners.

1. Word map

2. semnatic gradients

3. audio reading

Reading Comprehension

• read to understand

• to check for understanding can write in point form of the story events

Vocabulary

• word definition

• usage of examples

• synoymns

• non- exampes

2. 1 strategy I learned that can be used improving reading fluency is audio-assisted reading. In this strategy, students read along in their books while listening to an audio recording of a fluent reader. This strategy helps students by removing the barrier to decode words to focus on text comprehension. At the same time, the audio recording is modelling how the students can read fluently.

• To empower the student

• At least giving the student some headstart on the topic taught in the classroom (not expecting the student to be on par with the rest but atleast the student have a bit of knowledge of the lesson to boost their confidence)

• SEN Officer should work together with subject teachers

Reading, writing, spelling, comprehension should be aligned and not done in isolation.

Fluency

• Their vocab is very important so that they can relocate the resources that they use to decode text, to other aspects of reading that will make it clearer

Vocab

• Linking words to context will help students learn better

Comprehension

• It is important to help students decode and understand what is being read, and to engage the student

- Need to create a sense of purpose for the child to read, then they will have the desire to try to comprehend what they have read.

Drawing on this: My goal for children to learn to read is that they will be able to find the joy in reading books they like during their leisure time and be in a world entranced by the events in the book.

• choral reading

• reading aloud etc

to check on their understanding of the text.

I have also learnt a little about the 3 strategies in reading comprehension which are:

-Direct Reading Thinking Activity (prediction)

-Reciprocal Teaching (4 parts)

-Concept Map

Pointing the words through the sentence by means of smooth flow instead of staggering pointing as it allows students to read smoothly.

Also with prior knowledge, it makes it easier and more interesting for students to learn.

1) Vocabulary and comprehension are interrelated. It is important to build on the understanding of words and automaticity of understanding related words to a context that helps reduce cognitive load when reading a passage.

2) Tapping on student's prior knowledge on a context can help scaffold the expansion and understanding of more words related to a context.

3) Relating vocabulary to a context is extremely important as it helps deepen the understanding and relation of words and the topic. Also, taps on student's senses based on their knowledge, occasionally. e.g. can draw a cat for the word 'cat' that's at home.

1. Fluency

   Can be assessed with WCMP. Focus not on decoding and comprehension but on the 4 aspects of fluency: speed, rate, expression, smoothness

2. Comprehension

   For children with trouble decoding, do not combine when working on comprehension skill. Comprehension allows them to retain understanding and meaning after reading.

3. Vocabulary

   Pre-teach vocabs to build confidence and success. Use word walls, word webs, etc. to enhance through visual retention.

• Fluency is the bridge between word recognition and comprehension.

• Vocabulary and comprehension go hand in hand.

• It is important to pre-teach vocabulary to enable students to better access texts.

• As comprehension involves integrating processes “before”, “during”, and “after” reading, it is important to attend to strategies for each stage (e.g., before reading → pre-reading questions to build schema, during reading → fix-up strategies, after reading → post-reading summary/checking for understanding questions)

Reading Rockets for more strategies!!!

- Understanding the meaning of the word is important as it helped to enhance their comprehension skills.

• Word map to teach: Visual organiser method to teach vocabulary.

  Eg. Writing word in circle and linking with phrases or words related to it .Teaching non examples of the word is also important.

• Decoding skills is important before teaching fluency.

I learnt that fluency in more detail and how it has four factors that can be evaluated on a scale and that fluency can be developed through choral reading and through strategies like we i do we do you do

I also learnt types of support strategies like inferencing, semantic gradient, visual imagery and word map and when each strategy can be used and the appropriate group sizes. My takeaway is that these strategies need to be evaluated and adapted based on the student’s needs, teaching can be done in pairs or individually and also student’s preexisting knowledge needs to be noted.

in terms of Fluency, Comprehension and Vocabulary:

Fluency is about reading accurately, quickly, and with expression. You need to be fluent in order to comprehend as there is now capacity to think about meaning. The more rapid you are, the better you are at comprehending text.

To teach fluency, it is important for student to know the rubrics - this gives the students the expectations of what they are supposed to do.

Teaching vocabulary is important for comprehension. Pre-teaching vocabulary enables students as familiarity to text gives them a boost of confidence in the main classroom.

It is important to use text that students have an interest in!

“When have a reading has a purpose, students desire to comprehend!!!"

The idea is to 1) select a pair of polar opposite words. Draw a horizontal line. Then to 2) generate at least 5 synonyms for each of the opposite word. 3) populate the line with these words to form a gradient in an ascending (or descending order) based on the polar words in 1).

This is a quick method to generate a list of word web in a linear form. This allows both to explore and look up for words which can be initially unknown to them. This is helpful for both the child and educator to expand each others vocab word bank. This can also increase content and instructional word list.

1. Accuracy

2. Speed

3. Smoothness 

4. Expression

- When doing reading with students, make sure to point the words in a flowy manner and not one word by one word

Vocabulary 

• It is important to teach vocabulary in context so that it makes sense for the students. 

• Important to teach vocabulary explicitly

  
  

Comprehension

• When doing comprehension, good to start with text that might interest them as well as making sure its the right level

• Fluency is about reading speed, accuracy, flow and expression. There are 2 kinds of reading fluency; oral and silent. Both are important! Fluency in reading offloads cognitive resources so that students can use them for comprehension

• Vocabulary is directly linked to comprehension. Having a big pool of vocabulary allows students to connect to texts better.

- Children enjoy learning big words when the words are relatable and they can understand the purpose of reading.

- Build comprehension through active reading, highlighting key words, explain to others, writing questions next to each paragraph and self testing.

- Do not teach in isolation. Need collaboration with class teachers to teach in context.

• Pointing at words in a smooth flow rather than choppy ones would help children understand the concept on fluency reading

Comprehension

• DO NOT LIMIT THE READING CONTENT (allow the student to read passage that they are interested in helps children to form desire in reading

Vocabulary

• highlighting key words but ensure it is not too much of words

2. Don't do things in isolation. Involve and have dialogue with class teachers, subject heads on the vocabulary we want to teach. If we can teach new words in context of the student’s social/class use, it can help greatly in self esteem too.

3. Various strategies are very helpful. I got the card on using Inferenceing and it breaks it down in simple steps how i can use this to teach comprehension with a scaffold.

4. The power of imagination is harnessed and the child is engaged when we use visual pictures to teach vocabulary.

-the rapid the practice the fluent the reader will be

-using of audio assisted reading

-best to read aloud

-choral reading

-dibels

-silent reading is important as well

Comprehension & vocabulary

-can teach vocab with meaning through word hunt, word web

-wr x lc equals rc

• It is important that students can read fluently so that they can focus on understanding the meaning of the text.

• Students must have vocabulary knowledge in order to understand the text.

I also learnt the different learning strategies such as word wall, reciprocal teaching, concept maps and exit tickets. Word wall can be applicable to all levels as it can organized alphabetically, categorically and thematically.

Comprehension - using questioning techniques like Question-Answer Relationship Strategy could check on student’s comprehension of passage.

Vocabulary - never done in isolation. Pre-teaching vocabularies could aid student’s understandings better, thereby boosting confidence.

Comprehension - teach active reading, encourage discussion

Vocabulary - teach words in context

-Focus on comprehension skills (without demand of decoding words) by using Read Alouds

• Not just about speed or accuracy , there’s also expression, tone, smoothness

• Some strategies to improve fluency: Based on the fluency rubrics video- students can pair up , take turns to read and score each other on their performance

COMPREHENSION

• It’s about understanding what you are reading - requires knowledge of vocabulary words, and also understanding the content as a whole (What does the story mean)

• The ability to make inference and pick out clues to answer questions about the passage

• One strategy: Visual imagery - asking students to use their imagination and sensory details to construct mental images. Ask students to imagine what they might hear, feel, taste or smell

VOCABULARY

• Vocabulary very important for comprehension

• Teach big words and make it interesting!

• Important to pre-teach vocabulary, makes it easier when they attend their lessons

• To teach vocab- use images, put words into context by using real life examples and teachable moments, compare contrasting words, group related words

• Don’t just teach content words, teach instructional words too like “analyse” and “evaluate”

Read accurately, quickly, with expression.

Focus on Speed, Accurate, Expression, Smoothness

Build automatic word recognition so students focus on meaning.

Vocabulary

Pre-teach key words before lessons.

Use multiple exposures (games, word logs, root/prefix/suffix teaching).

Strong vocabulary = better comprehension.

Comprehension

Separate decoding from understanding at first (read-alouds, audiobooks).

Teach students to preview, predict, question, clarify, summarize.

Make reading purposeful and connect to prior knowledge.

Fluency - important to know and share the rubrics (speed , accuracy, expression and smoothness) so they know what to look out for too.

Comprehension - knowing the word is 0.9 linked to comprehension (almost the same thing)

Word Wall- support vocabulary, phonics, spelling, and writing : this is an interesting way to learn all the skills !

Visual imagery – to support comprehension: I like this the most! Can really help students to remember the content in a logical way when use visual imagery

Exit slips – to support comprehension-  We have been practising this after every lesson. our Ah ha moments

Word hunt- to support vocabulary and spelling: a fun way to learn!

• Having fluency rubrics allow students to know what is expected and work towards it ie speed, accuracy, expression, smoothness

• Choral reading

  • use of 'I do, We do, You do' steps - 1) read the line together with student, 2) read the same line together with student again, 3) read together with the student but let the student know this time teacher will be softer, student will be louder.

  • Not to point as it would be choppy, to flow along instead.

• For secondary school level, instructions need to be paired with what is cool, not kiddish to support learning

Vocabulary

• To be aware of what kind of vocabulary is being taught for our students currently (not to work in silo)

Pre-teach vocabulary to reduce frustration and increase engagement: Any small reduction in gap can help; ultimately we have to change thinking of the student that “I can learn (just not yet)”, not that I can't.

Reading Comprehension

• Use active reading techniques (highlight important information - not too much, write in the margins)

Fluency allows a reader to recognise words automatically and read smoothly.

Vocabulary is important in reading as it determines how much a reader understands the text. The repertoire of a person’s vocabulary depends on how much how young he/she starts to read.

The best gift parents can give to their children is the art of reading since young.