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●
Training Course
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Reading comprehension
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2024/2025
How to teach
Reading
Comprehensi
on
Obstacles that students face in reading
comprehension
Children with
SWRD have
Those with SRCD
problems related Students with MRD
have the opposite
specifically to have a combination
pattern: poor
reading words, of weaknesses in
reading
not to core word-reading skills
comprehension
comprehension and core
despite at least
areas such comprehension
average word-
as vocabulary or areas
reading skills
Background
knowledge .
The three types of difficulties mentioned before
involve underlying patterns of strengths and
weaknesses in specific language and reading abilities
Important components of reading include :

1- phonemic awareness
2-word decoding
3-fluent text reading
4-vocabulary
listening comprehension
Key Components of Reading to Assess in Struggling Readers

Component Examples of Useful Assessments Suggestions

•IRI graded word lists
Out-of-context word decoding (and •Include at least one assessment
•CBMs with nonsense words
spelling) containing nonsense words.
•Informal spelling inventories
•IRI graded passages: •Consider whether the child applies
Oral text reading accuracy child’s accuracy of word reading in known decoding skills when reading
context passages or over-relies on context.
•Consider whether fluency problems
•IRI graded passages: child’s rate of
involve 1) poor decoding
reading in context
Oral text reading fluency 2) weak vocabulary/listening
•CBMs involving oral passage reading
comprehension
fluency
3) both areas.
•Consider whether weak vocabulary
•Informal classroom assessments of
Oral vocabulary accounts for weak listening/reading
child’s oral vocabulary knowledge
comprehension.
•IRI graded passages: child’s listening
Listening comprehension •Follow up with multiple measures or
comprehension for passages read
(sentences/passages) more in-depth assessment if needed.
aloud by the teacher
•Answering comprehension questions •Follow up with multiple measures or
Reading comprehension
about passages read more in-depth assessment if needed.
1st Graders
Students need to learn
Reading is a step-by-step process,
beginning with learning phonemic
the skills of:
awareness and eventually ending with
children being able to not only read
words but comprehend their meaning.
1-decoding
Practicing things like sight words and
2-blending
phonics rules will give your first graders
3- sight word recognition
the skills they need to read in groups and
4-reading comprehension
independently.
Decoding Examples:
When
• Decoding is the process of
you read a message and understand i
turning communication into
ts meaning, you are
thoughts.
decoding.
It involves extracting meaning or
usable information from codes, w
ritten or spoken symbols, or elect
ronic
Decoding paintings involves
signals.
• In literacy, decoding refers to app understanding the symbolism of their
lying knowledge of letter-sound r component parts
elationships to correctly pronounc
e written
words
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 Phonological loop
dad bad had sob Eyes mouth ears

Far fan man men

Fox fog mop Ron

See Say Hear
Orthographical loop
Ear hand mouth

Write Read
hear
 Direct Encoding & Decoding
Instruction
● children in first
• Blend sounds These skills can be
grade need direct together to make
phonics instruction words: /b/ /a/ /t/ says taught and practiced
teaching the cat with teacher instruction
relationship • Segment words into individually, in small
between letters, individual sounds: bed groups or in a large
sounds and words. is /l/ /e/ /d/
• Break down words group setting.
based on different Games and activities
● Students need to sounds they represent can also be used to
• Chunk word parts to
learn how to: improve student
make and read new
words phonemic awareness
. skills.
● They also need to learn good reading • Reread to build reading rate &
habits. This can be done in several fluency
ways that can include the following:
• Books at students’ right level: Model • Model correct inflection
comprehension strategies

• Can read 90% of words without

assistance Far far away, behind the word mountains,
• Stories that interest students
far from the countries Vokalia and
• Student reads aloud to hear and
Consonantia, there live the blind texts.
see what is being read
.
Decodable text includes words that
contain phonics sounds the child
already knows, along with one new
phonics sound the child is trying to
learn. Once the child has mastered one
phonics sound, decodable text
introduces another story with a new
phonics sound.

Decodable texts allow kids to

master phonics sounds one at a
time. The step-by-step, the
progression helps children develop
the skills they need to sound out
words
. Play Reading Games
1-Questioning: before, during &
• Build CVC Words after reading
• Make Short Vowel Word Families
• Sight Word Bingo or Word Games 2-Predictions
• Reading Fluency Words & Sentence Games 3-Making Connections to own
. experiences
4-Look for Picture Clues
5-Visualizing or Mental Imaging
6-Rereading
Then, First Graders need to be taught 7-Story Retelling & Summarizing
reading comprehension strategies. This 9-4 W’s: Who, what, where, & why
can be done while someone is reading to
them, but also using them when they
become readers themselves. The
following strategies should be considered:
Written Comprehension Practice or
Assessments
Finally, to develop first grade reading comprehension students need
practice or be assessed in a written form. This can be

•Write the retelling of story either using pictures or words

•Story parts (characters, setting, events, problem, solution)

•Identify main idea and supporting details

•Informal Written Assessments: Word Meaning, Sentence Comprehension

and Passage Comprehension
How to assess my students?
1. Checklists

2- Interactive Responses

Some examples of interactive responses:

• Students give a thumbs up or down
• Write answer on white board
• Turn to partner and respond
• Digital classroom response systems
3. Teacher Observations

5. Journals

6. Portfolio
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