The Two Dimensions of Reading
Reading is the product of word reading (decoding) and language comprehension. Pupils with SEND may struggle with one or both dimensions:
- Word reading difficulties: Require systematic phonics teaching, decodable texts, and frequent practice with decoding skills.
- Language comprehension difficulties: Require vocabulary development, background knowledge building, and explicit comprehension strategy instruction.
- Combined difficulties: Need targeted support for both decoding and comprehension.
Assessment should identify which dimension requires support so that teaching can be precisely targeted.
Pre-Teaching Vocabulary
Unknown vocabulary is a significant barrier to comprehension. Pre-teach key words before reading:
- Identify 3-5 tier 2 or tier 3 words essential to understanding
- Teach meanings explicitly with child-friendly definitions
- Show words in context
- Provide visual representations where possible
- Practise using new vocabulary in sentences
- Review vocabulary after reading
- Create personal vocabulary journals
Pupils with language difficulties need systematic vocabulary instruction, not incidental word learning.
Text Selection and Adaptation
Texts must be carefully matched to pupils' reading abilities while maintaining age-appropriate content:
For Pupils with Weak Decoding
- Use decodable texts matched to phonics knowledge
- Provide books with controlled vocabulary
- Choose texts with clear fonts and uncluttered layouts
- Consider coloured overlays or different background colours
For Pupils with Good Decoding but Weak Comprehension
- Provide texts at lower reading ages but with age-appropriate topics
- Use adapted versions of curriculum texts
- Select high-interest, low-readability books
- Simplify sentence structures while maintaining meaning
Scaffolded Reading
Structure reading sessions to maximise comprehension:
Before Reading
- Activate prior knowledge about the topic
- Pre-teach key vocabulary
- Preview the text structure and features
- Set a clear purpose for reading
- Make predictions based on title and images
During Reading
- Read in manageable chunks, not whole texts
- Pause regularly to check understanding
- Model thinking aloud
- Ask questions at different levels
- Clarify confusing parts immediately
- Use visual supports (images, diagrams)
After Reading
- Revisit key vocabulary
- Summarise main ideas together
- Return to predictions
- Make connections to other learning
- Provide opportunities to respond (discussion, drawing, writing)
Comprehension Strategies
Explicitly teach and model strategies that good readers use:
- Activating prior knowledge
- Making predictions
- Visualising (creating mental images)
- Asking questions
- Making connections
- Determining importance
- Summarising
- Monitoring comprehension
- Clarifying confusion
- Inferring from clues
- Synthesising information
- Evaluating and critiquing
Teach one strategy at a time. Model it repeatedly. Give pupils structured opportunities to practise.
Visual Supports for Comprehension
Graphic organisers help pupils structure their understanding:
- Story maps: Track characters, settings, problems and solutions
- Sequence charts: Order events from texts
- Venn diagrams: Compare and contrast
- KWL grids: What I know, want to know, and learned
- Cause and effect diagrams: Link events and consequences
- Character maps: Analyse character traits and development
Provide partially completed organisers initially, gradually reducing support.
Assistive Technology
Technology can remove barriers to accessing texts:
- Text-to-speech software: Allows pupils to hear texts read aloud
- Audiobooks: Provide access to texts beyond decoding ability
- Digital texts: Enable font size and spacing adjustments
- Coloured backgrounds: May support some pupils with visual stress
- Reading rulers: Help track lines of text
- Vocabulary apps: Provide definitions and pronunciation
Assistive technology is not cheating. It is a reasonable adjustment that allows pupils to demonstrate their comprehension.
Reading Aloud
Many pupils with SEND find reading aloud stressful and counterproductive:
- Never make pupils read aloud unprepared in front of the class
- If reading aloud is necessary, give pupils time to practise first
- Allow pupils to pass without penalty
- Use choral reading or echo reading as alternatives
- Read to the class regularly to model fluent reading
- Focus assessments on comprehension, not performance
Round-robin reading wastes time and increases anxiety. Use more effective approaches.
Building Reading Stamina
Some pupils tire quickly when reading. Build stamina gradually:
- Start with short texts and increase length slowly
- Break longer texts into manageable sections
- Allow movement breaks during extended reading
- Vary the mode of reading (independent, partner, guided)
- Provide choice in reading materials
- Celebrate progress in stamina, not just comprehension
Reading for Purpose
Pupils engage more when reading has a clear purpose:
- Set specific questions to answer from the text
- Read to find particular information
- Read to solve a problem or complete a task
- Read to prepare for a discussion or presentation
- Read to compare with another text or experience
Purpose transforms reading from a school exercise into a meaningful activity.