Reading processes and comprehension strategies

These vignettes demonstrate aspects of explicit teaching about the reading process and comprehension strategies of the Australian Curriculum: English.

Many of the vignettes that demonstrate explicit teaching also depict differentiation. The need for explicit teaching is often determined by the analysis of data gathered from monitoring and assessment and therefore has a natural link to differentiation.

The Australian Curriculum: English content descriptions about the reading process and comprehension strategies reflect the definition that reading means to process words, symbols or actions to derive and/or construct meaning and includes interpreting, critically analysing and reflecting upon the meaning of a wide range of written and visual, print and non-print texts.

The content descriptions related to the knowledge, understanding and skills of reading and comprehension strategies from Foundation to year 10 are represented in the Literacy strand of English within the sub-strand of Interpreting, analysing, evaluating. The content descriptions progress from an early focus on emerging text processing strategies and using contextual, semantic, grammatical and phonic knowledge to the application of more complex text processing strategies across a wide range of texts in the later years of schooling.

These vignettes demonstrate aspects of explicit teaching about the reading process and comprehension strategies gathered from a range of contexts across the years of schooling.

Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials