Aims

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Aims

• To deepen subject leaders understanding of
  childrens communication and language
• To raise practitioners subject knowledge of
  sound system of our own language
• To focus on the development of oral language and
  promote the teaching of phonics to support
  reading and writing
• To develop a language rich environment across all
  areas of learning

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Key findings of the Rose review
The searchlight model should be reconstructed to
take full account of word recognition and
language comprehension
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Clear distinction between processes

• There is now considerable evidence to support the
  
• need for a clear distinction between
• processes concerned with recognising the printed
  words that comprise the written text and
• processes that enable the reader to understand
  the messages contained in the text

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The simple view of reading

• Successful reading demands both word level
  reading and the ability to comprehend what has
  been read
• This is formalised in the simple view of reading

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Good language comprehension, poor word recognition
Good word recognition, good language comprehension
Word recognition

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Poor word recognition, poor language comprehension
Good word recognition, poor language comprehension
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Language comprehension
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Different skills for word recognition and
comprehension

• word recognition skills supported by
• phoneme awareness and phonics teaching
• repetition and teaching of tricky words
• language comprehension skills supported by
• talking with children
• reading to children
• teaching comprehension strategies

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Strategies early readers use to access reading
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