Ensuring that children develop word recognition and language comprehension

Children perform differently in the two dimensions of word reading and language comprehension

Teachers need to be clear about children's performance and progress in each of the two dimensions of word recognition and language comprehension and Figure 2, Different patterns of performance below, illustrates the four patterns of performance which reflect relative differences in the balance of word recognition and language comprehension abilities. Teachers need to monitor children's performance and progress carefully against these different patterns.

Figure 2. Different patterns of performance

Children may fall into any one of the four quadrants in the figure above. It is important that teachers recognise that 'the four patterns of performance reflect relative differences in the balance of word comprehension and language comprehension abilities: as both dimensions are continuous, children can vary continuously on each.' (Independent review of the teaching of early reading, Appendix 1, paragraph 30, page 80)

As teachers assess children's performance and progress within both word recognition and language comprehension processes, they need to identify children's particular learning needs and use this analysis to guide further teaching.