1. Shaping Reading Pedagogy and Assessment for Sustainable Learning UKFIET Conference September 15-17 2015 University of Oxford, UK

2. The conditions of reading acquisition in contexts of low literacy Prue Anderson Mary Fearnley-Sander

3. Comprehension crisis Developed Developing letters words sentence paragraph nothing extended text Grade 2

4. All children should be reading by Grade 2 Pre-school 3 year-old Kindergarten 4 year-old Foundation 5 year-old Grade 1 6 year-old Grade 2 7 year-old Developing education system: few resources Developed education system: many resources Grade 1 6 year-old Grade 2 7 year-old Kindergarten

5. “Pedagogies for the poor”— two codes to crack for reading comprehension Cracking the alphabetic code: accurate and rapid recognition of sound and letter relationships Cracking the cognitive style of written text

6. Home literacy and comprehension Reading success at 15 years “What school-oriented homes have” ( Shirley Brice Heath )

7. familiar vocabulary contextualised short utterances simple structure repeated ideas adjusted to listener unfamiliar vocabulary decontextualised long complex structure subtle ideas no adjustment to listener

9. What are the odds? Students in developing education systems: little or no access to books/print few literate adults limited understanding of value or need to read to children or talk about the meaning of books at home or school rote teaching practices

10. What makes a difference? reading aloud authentic texts targeted conversations making inferences contextualised vocabulary contingent responsiveness explicit teaching of comprehension skills

11. Learning how to interpret meaning through listening to and talking about books Learning how texts work Learning how to decode and become fluent Learning how to interpret meaning reading independently Model of reading development benefit of e-book

12. Beating the odds Replicate in the primary schools of poor communities what quality pre- schools have: success stories from the US, UK, and Asia.