Comprehension

  • Let me look at the text before the lesson so that I feel more ready and know what to expect when we read it together.
  • Give me extra time when we’re reading so that I don’t feel rushed and can take the time I need to understand the words.
  • Let me read with a buddy who can help me with the hard words so that I don’t get stuck and can enjoy the story with more confidence.
  • Explain tricky words before we start reading so that I don’t get confused and can follow along more easily.
  • Teach me what new words mean and how to use them so that I can understand what I’m reading and use those words in my own talking and writing.
  • Show me the important words before we read so that I’m ready for them and don’t feel lost when I see them in the classroom
  • Ask me questions using 'Bloom's taxonomy' that match what I know and help me think more deeply so that I can feel successful and keep growing my ideas.
  • Teach me how to make guesses, ask questions and explain things I read so that I can understand the story better and feel proud of what I know.
  • Give me shorter or simpler parts of the story so that I can understand it more easily without feeling overwhelmed.
  • Give me a short version of the story so that I can understand the main ideas and join in with everyone else.
  • Help me highlight important words and write little notes so that I can remember what they mean and find them again later.
  • Let me listen to notes or see helpful comments so that I can understand what’s important and use it when I’m reading or working.
  • Give me time to read things more than once so that I can make sure I’ve really understood it.
  • Show me how you think when you read so that I can learn what good readers do inside their heads.
  • Give me books that match my age and interests so that I enjoy reading and feel like the stories are for me.
  • Show me how to use pictures, titles and headings to understand what a text is about, so that I can find information more quickly.
  • Help me practise reading with expression and rhythm so that I can sound smooth and confident like you do.
  • Show me how you read with expression and feeling so that I can learn how to make the story sound interesting too.
  • Talk with me about real things and experiences so that I can learn new words and know how they’re used.
  • Let me read and talk about stories with others so that I can practise thinking and sharing ideas together. Use a reciprocal reading approach so that I learn the different ways to understand a text while working in a group
Resource Pricing Stage Usage
14 Tips for Using Prediction Free Early years, Primary

As a teacher, you know how important it is for students with dyslexia to make predictions while reading. You know it helps aid in reading comprehension; helping students both understand and retain the information they have read. The following tips can help teachers reinforce this essential skill.
IDL (International Dyslexia Learning Solutions Limited) Intervention Quick Guide Paid Primary, Secondary

What is it? (Including who it is for)

Literacy Software, Numeracy Software and Dyscalculia Screening for Schools | IDL (idlsgroup.com)
Introducing a Text Before Reading Free Early years, Primary

Pre-reading activities may be designed to motivate student interest, activate prior knowledge, or pre-teach potentially difficult concepts and vocabulary. 
Predicting Free Early years, Primary

Predicting is an important reading strategy. It allows students to use information from the text, such as titles, headings, pictures and diagrams to anticipate what will happen in the story (Bailey, 2015). When making predictions, students envision what will come next in the text, based on their prior knowledge. Predicting encourages children to actively think ahead and ask questions. It also allows students to understand the story better, make connections to what they are reading, and interact with the text.
Questions for Each Level of Bloom's Taxonomy Free Early years, Primary
  • Bloom's Taxonomy has six levels for learning, from remembering to creating.
  • Teachers should use questions from all levels to help students learn better.
  • Each level of Bloom's Taxonomy includes specific verbs and questions to guide student learning.