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Extra resources for Federal Prohibition of Sex/Gender Discrimination
In some schools, sessions occurred before school and in others session times were rotated to ensure that children did not routinely miss the same lessons. The overall form of the intervention programmes was carefully planned to ensure a wide coverage of reading material and component skills. We considered it important to reflect the diverse range of reading material that children encounter in school and so a variety of fiction, non-fiction and poetry was selected, adapted and written for the purposes of the study.
Most schools opted to run sessions at times outside of literacy lessons to ensure that the intervention was supplementary to classroom teaching. In some schools, sessions occurred before school and in others session times were rotated to ensure that children did not routinely miss the same lessons. The overall form of the intervention programmes was carefully planned to ensure a wide coverage of reading material and component skills. We considered it important to reflect the diverse range of reading material that children encounter in school and so a variety of fiction, non-fiction and poetry was selected, adapted and written for the purposes of the study.
In relation to this, we have highlighted the important role of environmental influences including motivation, instruction and exposure to reading material. In addition, we have considered in some depth the processes that may underlie the poor comprehender p rofile, including language skills, working memory, inferencing and comprehension monitoring. We believe the evidence shows a very close link between children’s language comprehension skills and their a bility to understand what they read.