« back Reading Comprehension

Awareness of how to understand and process text.
Ability to process and understand the content of the text across a range of text formats.
Areas of concern Strategies, resources and links within the Addressing Dyslexia Toolkit and to external sites
Is the learner able to read text, process and understand the information. Use of summative assessment
Is there a difference between their oral ability and reading ability
Talk to the learner to establish if they have an independent understanding of the text.
Can they recall and retell the text in their own words
Does the learner understand the questions or get confused? Ensure that the question is at the appropriate level , check that the learner understands the what the words used within the question actually mean.
Use of differentiation – multisensory approaches
Provide ‘wait’ and ‘thinking’time.
Assessment is for Learning .AifL – see own local authority information and also Education Scotland http://www.educationscotland.gov.uk/learningandteaching/assessment/
AifL and Tapestry materials http://www.tapestrypartnership.com/assessment/
Does the learner use pictorial, contextual and/or grammatical cues? Observation of learners skills within school and link in with home
If in early years complete the an observational check list http://www.addressingdyslexia.org/pages/Resources/DyslexiaObservationProfileEarlyYearsEst.pdf
Consider use of Miscue Analysis
Introduce lots of multisensory learning incorporating concrete supports
‘Tools for Reading’ Education Scotland - http://www.educationscotland.gov.uk/myexperiencesandoutcomes/languages/literacyandgaidhlig/reading/toolsforreading/index.asp
Does the learner regularly have to refer back to the text to find information? Access to text recognition software
Support the development of skimming and scanning skills
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