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The Science of Reading with Caroline Morritt (Resource Teacher of Literacy) 26/08/20

By Anonymous

Observation with Caroline Morritt (RTLit)

Caroline observed me taking reading groups using the Little Learners Love Literacy decodable texts. 
I used magnetic letters to go over letter sounds and blending CVC words (stage 1-2 books) and modelled onset/rime (sound chunks) (stage 5-6 books). Caroline suggested: 
* Teach from the code (target letter sounds) rather than the book 
* Slow down with the books - aim for one or two books per week
e.g. day 1 pre-teach sounds, Day 2 & 3 spend half time on book and half on letter sounds, Day 4 re-read for phrasing and fluency
* Spend 90% of the guided reading time on explicit teaching of the target letter sounds, blends etc
* Explicitly teach...don't encourage the children to guess 
e.g. a child reads map as mat....say "this letter (point to p) is p. Say that sound at the end ma_" (or map)

The Simple View of Reading 
Decoding x Language Comprehension (Vocabulary) = Reading (Gough and Tunmer in 1986) 
Further information

Scarborough's Rope (2001)  

Key requirements for reading are: background knowledge + vocabulary + language structures + verbal reasoning + literacy knowledge + phonological awareness + decoding + sight word recognition


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