Expectations in primary English are high, particularly in reading. There is an emphasis on inference and deduction together with vocabulary development: two key elements for preparing pupils to access texts at a higher level. At the same time, there is also a change in the rhetoric around guided reading with teachers trying different pedagogies in order to fully prepare pupils for the demands of the reading curriculum. This book explores the various approaches to developing higher level readers.

Reading at greater depth

Reading at greater depth

Chapter objectives

This chapter will allow you to achieve the following outcomes:

  • Develop an overview of the theoretical approaches to teaching reading;
  • Appreciate the complexities of defining a ‘higher-level reader’;
  • Understand some of the challenges associated with teaching higher-level comprehension skills.

Links to the Teachers’ Standards

Working through this chapter will help you meet the following standards:

  • Demonstrate good subject and curriculum knowledge


The more that you read, the more things you will know.

The more that you learn, the more places you’ll go.

(Dr Seuss, I Can Read With My Eyes Shut!)

Reading is a multi-layered experience which necessitates interaction with print in order to extract meaning. It draws upon a number of skills: being able to recognise letters, match letters to sounds and then ...

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