Still the biggest concern for many on initial teacher training courses is the acquisition of subject knowledge and the ability to translate that into effective teaching. This book addresses this - building on the core subject knowledge covered in the Achieving QTS series and relating it to classroom practice. It supports trainees in extending and deepening their knowledge of English and demonstrating how to apply it to planning and implementing lessons. Practical and up-to-date teaching examples are used to clearly contextualize subject knowledge. A clear focus on classroom practice helps trainees to build confidence and develop their own teaching strategies.

Approaches to Developing Comprehension

Approaches to developing comprehension

Chapter Objectives

By the end of this chapter you should have developed your understanding of:

  • the nature of reading comprehension;
  • the problems of simplistic approaches to teaching reading comprehension;
  • a range of teaching approaches which can develop comprehension.

Professional Standards for QTS



In her analysis of reading as a transaction, Louise Rosenblatt (1978) distinguishes between the text and the poem. By the text she means the set of marks on the page; by the poem she means the transaction that occurs as readers bring their past experience to bear on the text to create meaning. The poem, therefore, is not a thing but a process, not an object but an event. Moreover, it is a continually changing process. When a reader reads a story ...

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