1. The IGR Reading Programme
Principles and Practice

2. 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’

3. 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

4. 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

5. Systematic: everything is cross-referenced for teachers

6. 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

7. thus: Expressive vocabulary

8. Receptive vocabulary (for phonological to visual mapping)

9. 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

10. 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

11. 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

12. 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