Power Reading

We have developed a process of teaching reading comprehension across school starting from when children have successfully completed the RWInc programme.  Power Reading is a four day programme that has a specific focus for each day.  This draws together the skills that children need comprehend a text successfully.  It is built on the work of the Education Endowment Foundation and authors such as Raskinski.

Our programme uses:

·        the power of the repeated read

·        building reading fluency

·        visualisation

·        vocabulary development

·        the systematic teaching of reading comprehension skills

·        teacher modelling fading through to independent application

The structure of the week remains the same across school to build on predictability and also to ensure fidelity to our aims. 

Day One – focus on fluency and the extract.

Day Two – focus on vocabulary

Day Three – modelling of a comprehension skill

Day Four – independent application.

Each half term focuses on a specific reading comprehension skill (Eg retrieval, understanding words, inference etc).  During the independent application phase, children are also given the opportunity to revisit skills previously taught.

On Day Five, the focus shifts to reading non-fiction.  Children use non-fiction extracts that are chosen to widen their experience of the world rather than being specifically linked to their current curriculum plans. 

Power Reading

We have developed a process of teaching reading comprehension across school starting from when children have successfully completed the RWInc programme.  Power Reading is a four day programme that has a specific focus for each day.  This draws together the skills that children need comprehend a text successfully.  It is built on the work of the Education Endowment Foundation and authors such as Raskinski.

Our programme uses:

·        the power of the repeated read

·        building reading fluency

·        visualisation

·        vocabulary development

·        the systematic teaching of reading comprehension skills

·        teacher modelling fading through to independent application

The structure of the week remains the same across school to build on predictability and also to ensure fidelity to our aims. 

Day One – focus on fluency and the extract.

Day Two – focus on vocabulary

Day Three – modelling of a comprehension skill

Day Four – independent application.

Each half term focuses on a specific reading comprehension skill (Eg retrieval, understanding words, inference etc).  During the independent application phase, children are also given the opportunity to revisit skills previously taught.

On Day Five, the focus shifts to reading non-fiction.  Children use non-fiction extracts that are chosen to widen their experience of the world rather than being specifically linked to their current curriculum plans.