ABSTRACT
This chapter focuses on literacy standards and methods of teaching reading in England. It reviews key research findings for the teaching of reading, and considers models of the reading process. The chapter provides an overview of research and effective practice in teaching phonics. It also examines the teaching of comprehension skills and explores how to provide a balanced reading programme. The chapter also reviews support for struggling readers. A focus on the teaching of reading therefore continues with the role of phonics at its heart, but it is important to view this in relation to substantial research in the last few decades from cognitive psychology, linguistics and education, and insights from neuroscience. More recently, key developments in neuroscience are providing new insights into the impact of reading on the brain. The chapter addresses the key findings and their implications for teaching, beginning with the long-running debate over effective methods.
