Teaching Comprehension in the Early Years – A Conversation with Diane Snowball
In the world of early literacy, comprehension often takes a back seat to the foundational skills of phonics and decoding. However, as literacy expert Diane Snowball passionately argues, comprehension is the heart and soul of reading. Without understanding, reading is simply reciting words on a page. In a recent conversation with Phil on their podcast, Diane sheds light on how comprehension can and should be nurtured from the earliest stages of reading instruction. Here's a deep dive into Diane's insights for making comprehension a central part of literacy teaching in the early years.
Why Comprehension Matters Right from the Start
Diane challenges the traditional idea that children first "learn to read" and only later "read to learn." She insists that comprehension should be integrated into reading instruction from day one. Long before children begin decoding words, they can engage in rich listening comprehension through read-alouds. By being part of storytelling, they naturally begin to understand the building blocks of a story: the who, what, where, and why.
Listening comprehension sets the stage for thoughtful reading. It helps children connect with stories and develop the mindset that reading is about making meaning. Diane emphasises that even at a young age, children can begin building comprehension skills by hearing and talking about stories. This foundation makes the transition to independent reading smoother because they already view stories as something to understand, not just something to read.
The Role of Listening Comprehension
Listening comprehension is one of the most powerful tools teachers have. Reading aloud offers children a model of how to interpret and understand a story. Diane notes that through thoughtfully selected read-aloud texts, teachers can show that reading is about making sense of words, images, and ideas. When children listen to stories, they begin to see reading as a way to make connections, build on experiences, and expand their understanding of the world.
Choosing relatable and engaging texts is key. For instance, reading a classic like Goldilocks and the Three Bears allows children to explore characters, settings, and concepts like "just right," all while engaging with the story's narrative structure. Diane encourages teachers to select books that link to children's experiences or prompt them to imagine new ones, making comprehension a more natural part of the learning process.
Planning for Effective Comprehension Instruction
Good comprehension instruction doesn't happen by accident; it requires planning. Diane recommends that teachers identify the core elements of a text that might challenge children's understanding. Background knowledge, vocabulary, and language structures are all crucial to making meaning from a story. For example, if children are unfamiliar with a word like "porridge" in Goldilocks, it could hinder their understanding of key story elements. By preparing to fill these gaps, teachers create a bridge between the text and the child's experience.
Sentence structure also plays a vital role. Diane explains that children need exposure to different sentence structures to understand more complex texts. For example, sentences like "The dog ate the bone" and "The bone was eaten by the dog" convey the same information in different ways. This variety in structure, when introduced gradually, helps young readers anticipate and understand more complex language patterns later on.
Developing Comprehension Through Varied Texts
Comprehension strategies aren't one-size-fits-all. Diane advises that children should be exposed to a variety of genres, as each requires unique approaches to understanding. Fiction often uses narrative and past-tense language, while nonfiction might present facts in the present tense. Procedural texts, like recipes, use commands and have their own distinctive structure. Reading aloud from different types of texts introduces children to these variations and broadens their understanding of language.
By hearing these language patterns, children also strengthen their own writing skills. Diane suggests that as children hear and absorb different kinds of sentences, they'll begin to use those structures in their own writing. This integration strengthens comprehension by showing children that reading and writing are connected processes, each supporting the other.
Why Continued Read-Alouds Are Crucial
Once children begin to read independently, it can be tempting to shift to self-reading activities and let go of read-alouds. However, Diane highlights the importance of continuing read-alouds even as students' independent reading grows. Listening comprehension often surpasses a child's reading comprehension, especially when stories involve complex sentences and advanced vocabulary. Reading aloud gives children a chance to hear and understand more challenging language and ideas, which they can then apply in their independent reading.
Building a Love for Reading
One of Diane's most powerful messages is the importance of motivation. Children who love reading naturally engage with it more deeply, which enhances their comprehension. Selecting captivating, high-quality books for read-alouds fosters this love for reading. When children are curious and motivated, they're more likely to explore stories, learn new words, and make meaningful connections.
Diane also cautions against limiting children to only "contrived" texts. While it's essential to choose materials within their reading abilities, children benefit from exposure to books they find interesting, even if those books are slightly above their current reading level. These opportunities to explore books they love help foster a genuine love for reading and comprehension.
Final Thoughts: Comprehension is Key
Diane's insights remind us that comprehension isn't an "extra" part of reading—it's central to it. When teachers make comprehension a priority from the beginning, they help students see reading as an interactive, dynamic process. By focusing on meaning, making connections, and asking questions, children learn that reading is about understanding and enjoying the story.
For teachers, this means being intentional with read-alouds, engaging children with varied and rich texts, and demonstrating strategies for making sense of language. By embedding these approaches into daily instruction, teachers give children the tools they need to not only read words but to truly understand and enjoy them. As Diane encourages, comprehension is a skill that grows with each story and each discussion, creating lifelong readers who find joy in exploring the world of books.