Ensuring that children develop word recognition and language comprehension

In the early years of learning to read, teachers need to focus on helping children develop their word recognition skills. Initially the focus is on helping children to master the alphabetic code, apply their phonic knowledge and skills as they decode words and develop a store of familiar words - developing automaticity in their word reading. This work is set alongside work on developing speaking and listening skills, phonemic awareness, vocabulary development and language comprehension.

However, as children develop in their reading, attention should be paid to the transition from learning to read to reading to learn, where the balance of word recognition and language comprehension changes. Language comprehension will be developing alongside the growing skills of word recognition and as stated in the report, 'phonic work should be time-limited, whereas work on comprehension continues throughout life' (Independent review of the teaching of early reading, paragraph 129, page 39).

The focus of teaching for later reading development will emphasise comprehension and response as children develop as critical and fluent readers, moving from learning to read, to reading to learn, engaging and interacting with a wide range of texts for purpose and pleasure. In summary, the dimensions of word recognition and language comprehension processes are distinct but both are needed to secure effective reading in the longer term. Teaching needs to be staged so that priority is given to the development of word-reading processes in the early stages of learning to read, with a switch towards a greater emphasis on the teaching of language comprehension as children secure their knowledge of the alphabetic code and 'developing the abilities necessary to understanding and appreciating written texts in different content areas and literary genres'. (Independent review of the teaching of early reading, paragraph 19, page 78)