Mix up your instruction to boost pupils’ reading stamina

Primary teachers need to employ a host of strategies to effectively support children’s prosody, comprehension and confidence, says DM Crosby

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Somehow, I had ended up doing most of the work. Having switched from the traditional carousel guided reading model to whole-class reading, I’d found myself designing lessons in such a way that I was doing the lion’s share of the reading.

At the time, this made sense to me. I was the most experienced reader in the room and I felt that my command of prosody meant we were able to tackle more challenging texts than we would be able to if the children were doing the reading. But after undertaking some research, including the excellent Reading Reconsidered (Lemov et al), I came to believe this was a ...

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