Do you have pupils in your school who:

• Don’t show an understanding of what they are reading?
• Lack intonation and expression?
• Struggle to take note of the punctuation in the text when they are reading aloud?
• Struggle to answer questions about a text?

Have these same children been part of countless intervention programmes, yet their comprehension remains an issue?

The DfE Reading Framework reminds us that children do not pass through a magic barrier and suddenly become fluent! They need effective practice!

Using Fluency Strategies in reading has been found to be a critical element in supporting less confident readers.

Research has demonstrated that fluency is the necessary bridge between decoding and comprehension.

If we are to support our readers who struggle to understand what they have read, then we need to need their ability to read aloud with prosody.

Join Emma Adcock on this half-day course to find out how you can use Fluency Strategies to support your least proficient readers.

Audience: Teachers, English Leaders

Objectives:

• To understand how schools can use fluency practices to raise standards in reading for your least able readers.
• To learn about the theoretical basis of reading fluency practices.
• To understand the elements in texts that present challenges to developing readers.

Outcomes: Teachers from every phase will be able to take away effective, evidence-based ideas to support the teaching of fluency of the least able readers in their own contexts.

Recordings of the sessions and resources will be available for your use in school.

The cost is per person.