Reading
Support learners with structured phonics, decodable texts, and multisensory approaches to build fluency and comprehension. Use pre-teaching, visual aids, and assistive technology to reduce barriers. Personalized interventions—like small-group work or reciprocal teaching—help address individual gaps and foster confidence in all readers.
| Short code | Description |
|---|---|
| Strategies to identify reading difficulties | |
| Phonological awareness | The broad ability to recognise and manipulate sounds in spoken language, including words, syllables, rhymes, and phonemes. |
| Phonics | Understanding the relationship between sounds and the letters that represent them. |
| Decoding | Using knowledge of phonics to translate written words into their spoken forms. |
| Word identification | The ability to sound out a word. |
| Reading fluency | Reading with speed, accuracy, and proper expression (intonation and rhythm). |
| Reading accuracy | The ability to recognise and pronounce words correctly. |
| Vocabulary | Knowing the meaning of a wide range of words and the ability to understand them in context. |
| Morphological awareness | Understanding of how words are structured and how their meaning is built from smaller units called morphemes. A morpheme is |
| Reading comprehension | Understanding, interpreting, and drawing meaning from texts. |
| Oral language | The ability to understand and use spoken language, which supports reading development. |
| Working memory | The capacity to hold and manipulate information while reading and processing text. |
| Visual processing | The ability to interpret and make sense of what is seen (e.g., recognising letters and words). |
| Motivation/Engagement | The interest and willingness to read, which influences the development of reading skills over time. |