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There is often a misconception that children who are fluent readers should be progressed quickly through a schools reading schemes. Whilst this is sometimes the case, often however although a child may be a fluent and confident reader they may not actually understand what they are reading. On the reading page it gives a guide as to the sort of things to ask a child about a book they that have read or are in the process of reading.

There are several areas that go to make up the whole reading comprehension package. It looks like its a lot of knowledge for a small child to understand but you will be surprised at how much they already know.

     Grammatical awareness
     Children need to be able to:-
  • understand how the order of words in a sentence can alter the meaning.
  • use phonic knowledge to sound out words and check their meaning in a dictionary.
  • make sense of a sentence by reading it again, reading ahead or looking for clues in pictures.

        Children need to be able to:-

  • look at the whole text to work out the overall meaning.
  • use the knowledge they already have of how a book is made up including identifying the setting and main characters etc.
  • Use what they already know about life to help give meaning to a text.
  • Non-Fiction
    Children need to be able to:-

  • be aware non-fiction texts and understand the following, captions, illustrations, contents, index and chapters, to find information
  • know that that non-fiction texts about the same subject might have slightly different information and or be set out in a different way.


The whole picture
      Children are encouraged to read a wide variety of literature, not only fiction    
      and non-fiction but simple plays and poetry as well.
Children need to be able to:-
  • describe settings, characters and events in fiction books.
  • predict what's going to happen and sequence events.
  • say what they like and don't like and why.
  • recite poems from memory and act out small plays.
  • identify patterns of rhythm, rhyme and sounds in poems.
  • show imagination about what they have read, possibly through drama or music.
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