Have you ever wondered how students learn to read?
This year, we have renewed our focus on Structured Literacy. The term ‘Structured Literacy’ refers to a highly explicit approach to teaching that includes ‘The Big Six’ of reading (oral language, phonological awareness, phonics, vocabulary, fluency, and comprehension). The programs we have introduced this year incorporate all of these aspects.
Oral language refers to the development of a child’s ability to participate in conversation and attach meanings to words as well as hear different sounds, and sentence types and understand how language can change in different situations. This is closely linked to vocabulary, which is knowing the meaning of different words. Both of these components can be developed through conversations, reading, and discussing a wide variety of books as well as pointing out new and interesting words that they see. Visiting different places (e.g. museums) can provide a great opportunity to learn new words.
Phonological awareness is the ability to hear sounds within words. This may seem like a very simple skill but it is actually something we need to learn. A child with good phonological awareness will be able to break a word into individual sounds and syllables as well as hear rhyming words and alliteration. Once this has been established children can develop their phonics knowledge. Phonics is the ability to connect sounds to letter combinations. This is probably the part of reading and writing that we are most familiar with! Children need to learn sounds that the letters of the alphabet make but they also need to be able to recognise that letter combinations (such as ‘ai’) make different sounds.
Once all of these skills have been developed, we need to work on fluency, the ease with which a child can read. If a student takes a long time to sound out words then they may forget what they have just read or not find the process very enjoyable. Fluency also refers to a child’s ability to read with expression. In the early years, we strongly encourage students to read their Home Reader three times before swapping it so that they develop this skill.
Lastly, without comprehension of what is written, there is no point in reading. Students develop comprehension from reading texts well and being able to then make links to personal experiences and the world around them.
For more information on ‘The Big Six’, please refer to this Guide for Families.
We are looking forward to seeing the success of thoroughly implementing this approach throughout the school!
Claire Gardner - Teaching and Learning Ccordinator
