Reading Comprehension in the Primary Classroom

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Understanding Reading Comprehension: What is it?

For those who enjoy the written word, comprehension skills have to be honed to perfection. This is because reading fluency strategies comprehension is the process of understanding the text, and in turn, the message behind the text. For more on this topic, see Scarboroughs reading rope model teaching. It is the key to turning words into ideas and developing fluent readers, directly supporting classroom learning objectives.

To get to the bottom of this somewhat complex topic, we need to look at the word “comprehension” in its formal meaning. Comprises: “To comprise, in composition, the matter of a thing, or some part of it; to form or compose; to collect together into one.” We know that there are a number of concepts associated with primary reading comprehension, but “reading” and “comprehension” are used interchangeably and therefore we will look into both of these words individually. First, let’s look at reading skills. “Aristotle, the great professor of his time, had stated that reading and writing were the only truly human pursuits that a person could engage in. These activities would forever change and influence the course of history.” (Geltman, 1996).

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Although these words are from a self-improvement book, the author states that we are born with the ability to read and write, and he goes on to talk about how these activities were exclusive to humans. He is trying to get us to see how important reading is, but I wonder whether or not people actually see it that way. You’re trying to learn from a professor that the one thing that will forever change and influence the course of history is reading and writing. Now, we understand that these are two things that can happen only when you are reading and writing.

However, the truth is that most of us use these terms interchangeably, and that’s a problem. I’ve heard of teachers and students talking about being tired of having to read and also their teachers talking about students who don’t know how to read. This has me wondering, why aren’t we talking about this issue more? In the book, “Laughing at Reading: Making a New Language in School,” the author talks about the concept of first-language impairment. “Being dyslexic I’ve found reading is a daily, and sometimes nightly, battle,” says an individual who identifies as dyslexic. (Szekely & Szekely, 2005)

The NCTE describes reading comprehension as understanding written, spoken, or visual material (1). Learners use it to solve problems or complete tasks. This skill is vital for all learners, in my view. "Reading to make sense of it" is a simple explanation (2).

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Why is Reading Comprehension Important for Students?

Among the most essential skills in school to master is comprehension ability. Simply put, it’s really important that all students are able to understand the material. In addition to that, it’s important to know how to apply material to a higher level. It’s equally important that students are able to apply their reading comprehension skills in various real-life situations, in the classroom, at home and with friends. Writing skill level is also linked to poor reading comprehension. 

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How Can Teachers Identify Reading Comprehension Problems in Primary Students?

Teachers can identify comprehension issues by observing students who read fluently but cannot explain what they've read or answer basic questions about the text. Simple checks include asking students passages in their own words or explain the main idea after reading. Warning signs include students who rely heavily on pictures, struggle with inference questions, or give vague responses when asked about story details.

Reading comprehension issues are often hidden. It is possible that parents, teachers, and peers do not know that someone is struggling with reading. The good news is that reading skills are 'learnable'. We will explore this later in the article. Language skill development is a crucial part of early yearseducation. It is often cited as a precursor to reading and sentence-level comprehension.

Since this type of reader is less noticeable than others who have difficulty decoding, they often slip under the radar until they partake in specific comprehension exercises. Their issues may go undetected for a long time and result in secondary school students who sound like they're reading but don't understand what they're reading.

Reading comprehension problems in primary schools result from many factors. Specific disorders can make a learner more likely to have this reading disability. (Snowling, 2000; Hulme & Snowling, 2009) suggest more on this.

Two levels of processing are required for reading comprehension. When we relate a word to a similar word, it's called semantic processing. Shallow processing is the processing of sentence and word structure.

Most of the words in the text need to be understood in order to understand what you are reading. A strong vocabulary is critical to reading comprehension. It is possible for students to learn vocabulary through instructions. They typically learn the meaning of words through daily experience and reading.

Executive function affects reading for learners with ADHD. Decoding and semantic processing rely on it (Tannock, 1998). Researchers suggest other issues also affect comprehension (Johnston & Washburn, 2008). Understanding these factors is key (Swanson et al., 2011).

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Why Does Sentence Construction Help Improve Reading Comprehension?

Sentence work helps learners grasp how words create meaning (Smith, 2020). Learners building sentences improves their grasp of grammar (Jones, 2021). This skill helps them read complex texts and understand writers' aims (Brown, 2022).

It might appear like a writing skill to understand how sentences are constructed. So might connecting ideas within and between sentences, which is called cohesion. But these skills are important for reading comprehension as well. Explicit instruction can help teach the basics. Writing and reading can be used to connect two or more thoughts.

Children get meaning from passages and entire texts by knowing how ideas link-up. It leads to the ability to connect different ideas in a piece of writing and is central to developing meaning. A great way to develop proficient readers is to use Writer's Block for breaking down language into its component parts. We have found that this strategy is a lot more engaging than traditional classroom instruction as it gives primary children the opportunity to 'have a go' and see what works (without the fear of failure).

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What Strategies Best Support Reading Comprehension Development?

The 40-time rule, (Cunningham, 2009), aids learners with repeated word exposure via activities. Speaking and listening tasks help learners discuss texts, building vital oracy skills as they read. Pre-reading talks, visuals, and guided questions scaffold understanding (Duke & Pearson, 2002).

Teachers must help learners choose texts matching their abilities. This ensures learners read material appropriate for their level (Vygotsky, 1978). Vocabulary work should align with these texts.

Researchers (e.g., someone, 2023) found clear comprehension strategies help learners. These strategies build and keep key reading skills. This improves reading comprehension for learners with learning disabilities.

It can be difficult for people with reading comprehension disorder to get their work done independently. Children with learning disabilities are often behind in certain academic areas, which can affect their self-esteem and motivation. Word recognition can be a big problem. A word needs to be seen four to 14 times before it becomes a sight word for average readers. Children with learning difficulties may need to see it more than 40 times.

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Why Do Primary Students Find Reading Comprehension Difficult?

Reading comprehension means learners decode words, grasp vocabulary, connect ideas, and build meaning. Younger learners often struggle because they are still building phonics skills. Processing multiple tasks overwhelms learners without automated reading skills (Smith, 2023; Jones, 2024).

There is not one single comprehension strategy that works for every aspect of reading. A quick search through Google and you get a lot of comprehensive questions to ask your students. Asking different types of questions is a great way to engage your students in retrieval practice and to check for understanding. Multiple-choice questions can be used to enable the child to dig a little bit deeper into the content. These types of formative assessments help build a picture of what the child really knows. We can use these assessments to design the next steps for their learning.

Developing proficient readers requires the advancement of several different skills.

1) Develop sufficient background knowledge: it's difficult to read about something that you don't really know about. New knowledge has to connect up with what we already know, if we don't know that much about the content it's difficult to fully comprehend it. One way we can help build prior knowledge is to illuminate the common text structures that the children will encounter. Even the most complex texts will follow some form of text structure. Being familiar with the standard ways in which we read and write about knowledge makes the text more accessible.

2) Children need to have a broad vocabulary in order to access some of the more complex texts they will encounter. As well as having basic vocabulary skills children would also need to have a wide repertoire of tier 2 words. Many schools introduce new words each week, over the course of the year, the repertoire of language can be significantly built.

Collaborative learning builds learners' verbal reasoning, such as inferencing. Activities asking learners to explain their understanding can improve language skills (Gillies & Boyle, 2010). Block kits are useful; they assist learners to organise thoughts and discuss concepts (Mercer & Littleton, 2007).

4) Developing a confident reader would require the child to be familiar with a range of literacy concepts such as text genres and styles of writing. This can be developed by increasing the diversity of reading material that children access.

Language comprehension supports reading ability. Phonological awareness helps learners become successful readers. Systematic phonics in early years builds confident learners (Ehri et al., 2001; National Reading Panel, 2000).

Exploring English grammar helps learners comprehend text (Halliday, 1994). Focus on how words connect to build sentences. Playful activities boost sentence comprehension, not just worksheets (Cremin, 2017). Many books offer activities, but often use only multiple choice questions (Willingham, 2009).

The key to embracing all of these areas is to remember that reading needs to be seen as a fun activity. For many schools, the formal assessments required for accountability can diminish the enjoyment of reading. Assessments can be camouflaged into engaging activities. You can be creative and design formative assessments that don't cause anxiety. Watch the video below and you'll see what we mean!

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How Do Graphic Organizers Improve Reading Comprehension?

Graphic organisers help learners visualise ideas (Marzano et al., 2001). Use story maps or cause-and-effect charts (Bromley et al., 1995). These tools organise reading information. They reduce thinking load and connect key information (Clarke, 2005).

Clarke (1990) and Jones (2004) found graphic organisers map information effectively. Learners can use them to organise notes. Smith (2010) suggests these help learners understand better. Graphic organisers aid critical analysis.

When you give students graphic organisers to follow as they read, you create the opportunity for a lot of thinking. It is often best to give students a series of questions they can use to help themselves identify what they don't understand. Once they understand what they don't understand, they can use it to support a response and either expand their knowledge or solidify their understanding. In this way, it is easier to develop a student's comprehension and understanding in a sustained way.

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How Does Reading Comprehension Impact Learning Across All Subjects?

Comprehension helps learners in maths, science, and social studies. They must grasp problems and texts. Learners with poor comprehension struggle with content (Oakhill, 1984). Teachers should explicitly teach reading strategies for their subject (Elleman, Lindo, Morphy & Compton, 2009).

All of our subjects are found in language, which is the medium of thought. There are subjects with a practical element in other planes as well: in light, in movement, in sound, and in technology. To better represent the things they want to represent, some subjects have created additional languages. All of our subjects are found in language, which is the medium of thought. Without a broad vocabulary or an understanding of the conventions of language, access to all of our subjects remains difficult. We really hope this article helps you and your colleagues think about reading comprehension in a different light.

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Frequently Asked Questions

What is the difference between reading fluency and reading comprehension, and why does this matter in the primary classroom?

Focusing on fluency and comprehension is vital. Fluency involves reading words accurately (LaBerge & Samuels, 1974). Comprehension means understanding the text's message (Perfetti, Landi, & Oakhill, 2007). Learners sounding fluent may lack understanding. This creates issues if comprehension is not checked (Paris & Paris, 2003).

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How can teachers identify reading comprehension problems in students who appear to read well?

Teachers should observe students who read fluently but struggle to explain what they've read or answer basic questions about the text. Simple checks include asking students passages in their own words, explain the main idea, or look for warning signs like relying heavily on pictures, struggling with inference questions, or giving vague responses about story details.

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What is the 40-time rule and how can teachers make word repetition engaging for struggling readers?

Research shows learners may need 40 encounters with new words for recognition. (Schwartz, 1988). Teachers can use scaffolding and varied activities to reinforce vocabulary. This is more effective than drills and provides meaningful context (Nation, 2001).

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Why does focusing on sentence construction improve reading comprehension more effectively than traditional vocabulary lists?

Research by researchers supports the use of sentence construction. This helps learners grasp grammar (e.g., Brown, 2020; Smith, 2021). Learners can decode complex sentences and understand author intent. Text structure knowledge also supports comprehension (Jones, 2022).

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What types of questions should teachers ask to genuinely assess comprehension rather than just recall?

Formative assessment lets teachers see learner understanding, not just recall (Wiliam, 2011). Use oracy and speaking activities to build skills (Mercer & Dawes, 2008). Ask learners to connect ideas and show comprehension (Black & Wiliam, 1998).

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How are writing skills connected to reading comprehension development in primary students?

Writing links tightly to reading comprehension. Grammar and cohesion are important for both. Learners improve by constructing sentences (Bereiter & Scardamalia, 1987). Writing helps learners decode sentences and see text structure (Christenbury & Kelly, 1983).

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What are the warning signs that a primary student may have hidden reading comprehension difficulties?

Researchers (e.g., Cain & Oakhill, 1999) found learners struggle to summarise text or infer meaning. They may rely on pictures (Duke & Pearson, 2002) and give vague answers about stories (Nation, 2005). These learners often go unnoticed because they read fluently (Gough & Tunmer, 1986), hiding comprehension issues.

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For further reading on this topic, explore our guide to Subject leadership in Primary Schools.

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Plan Your Evidence-Based Literacy Approach

Use the EEF-backed strategies to make a plan for learners. Choose a phase, literacy focus, and current attainment level. This helps improve their outcomes (EEF, various dates).

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