The IGR Reading Programme Principles and Practice

Early Reading Instruction: the current context Decoding Ability x Linguistic Comprehension as necessary for success in reading (Gough and Tumner: Simple View of Reading) Decoding defined as ‘efficient word recognition’ Linguistic Comprehension defined as ‘the use of lexical or word level information to achieve sentence and discourse interpretations’

A Simplistic Interpretation of the Simple View? Decoding or Efficient Word Recognition is currently being interpreted as ‘Phonics First, Fast and Only’ However, a strictly Phonic approach to early instruction does not unlock reading for every child, and can also affect fluency and comprehension

IGR challenges this interpretation of the Simple View, not least because its application in isolation – without a complementary and structured whole-to-parts approach to small group reading – does not meet the learning needs of all children (see Government Statistics) The IGR model offers this systematic, structured, whole-to-parts complementary approach; it takes into account the interdependency of Accuracy and Comprehension and helps children develop fluency, comprehension and confidence as readers

Systematic: everything is cross-referenced for teachers

Holistic and Language-Focused: IGR: A Language Model underpinning both the Teaching and Learning of Fluency in Reading, in which the Materials exemplify the Methodology In both Principle and in Practice, if children are taught to read in a way that is congruent with the way they learn language itself, it makes learning to read easier for them

thus: Expressive vocabulary

Receptive vocabulary (vocabulary in children’s current ZPD)

Dynamic and Child-Centred IGR is a narrative, book-based approach This Language-based Model is also an interlocked and systematic Lesson Methodology Every book is the hub of a complete, linguistically-layered learning cycle Story-specific games are the linchpin of children’s learning, ensuring high levels of engagement

Accuracy and Comprehension: When structured phonics teaching is accompanied by a properly systematic, structured approach to the experience of reading early narrative material , comprehension and accuracy progress in easy partnership, with the desire to understand supporting the ability to decode, both in and out of context

The Sequence of a 30-minute Group Lesson the structure of an IGR lesson follows a cycle of revision-consolidation, preparation-familiarisation, collaborative reading and problem-solving, and phonic skill consolidation In TA follow-up sessions, children are encouraged to draw from the story (this helps deepen comprehension and engagement). They will also re-read it one-to-one and play story-specific Word Pelmanism

The IGR Lesson Sequence The Language Model - a learning cycle Linguistic Level Covered (5) Consolidation and Recall for the previous book a game of ‘Go Fish’ the sentence or phrase New Material: (1) Storytelling (2a) receptive encounter with ZPD vocabulary (2b) Collaborative Reading and problem-solving narrative familiarisation Lotto: ‘Listen and Look’ (Phonological-Visual Mapping) reading the new story between us the story receptive vocabulary words in context (3) Words in More Detail: (4) With the TA [next day] playing an appropriately-levelled phonics game (matched with book level) Word Pelmanism graphemes to be blended into words the word