What about comprehension?

I see this question a lot. First I want to ask if you mean "reading comprehension" or "language comprehension". Both are equally important but how we address each one is very different.

Remember this formula? The simple view of reading?

Decoding (D) x Language Comprehension (LC) = Reading Comprehension (RC)

Reading comprehension is the outcome! Whereas decoding and language comprehension are not. Both decoding and language comprehension abilities need to be strong for reading comprehension to occur and both can be taught explicitly.

How do we do this? Simply put:

1. We must teach students to decode.

2. We must teach students language content - which includes vocabulary knowledge, background knowledge, and knowledge of text and sentence structures.

So how do we do this? For decoding (D) you need a robust systematic synthetic phonics program which is explicitly taught. Some of the more popular programs are UFLI Foundations, Sounds-Write, Jolly Phonics, Multilit, Letters and Sounds UK. You can find more about examples of high quality phonics programs from SPELD SA.

Language comprehension (LC) starts early. In the early years it starts with everyday conversations, sharing oral stories, reading books together (not decodables, instead think the rich stories that we read together such as The Gruffalo, Piranhas Don't Eat Bananas, Giraffes Can't Dance). Singing, rhyming, and play. In the primary school years it will be more explicit, teaching background knowledge, vocabulary and knowledge of text and sentence structures. This allows the student to use prior knowledge to make connections, asking and answering questions, summarizing, synthesizing, and critical thinking.

Let's break that down:

1. Vocabulary Knowledge. This refers to the meaning of words, knowledge of those words and using words appropriate.

2. Background Knowledge. This refers to the experiences, or prior understanding. You can gain this indirectly through everyday conversations, sharing stories, reading together, singing etc. You can gain this directly through explicit teaching.

3. Text and Sentence Structures. This refers to the organization of text, grammar and syntax.

Still need to know more?

My top favorite podcast to explain Reading Comprehension is here: Science of Reading Podcast: Reading Comprehension is an Outcome.

For some simple sentence construction that align with the UFLI Foundations scope and sequence you can try these picture prompts on TPT Link here for VCe Words.

One of my favorite resources for teaching syntax and morphology is The Grammar Project. This has moved to the Ochre website: https://ochre.org.au/ac/the-grammar-project/. The site has lesson slides and student worksheets for Kindergarten to Grade 6. It closely follows The Writing Revolution - if you don't know what that is then I strongly suggested to take a deep dive into that book!

I develop slides, manuals, and worksheets designed for teaching syntax that align with the UFLI scope and sequence. These resources are highly beneficial and can significantly reduce the time spent during your writing sessions. You can explore them here: The Writing Adventures.