How to Teach Reading

Name: How to Teach Reading
SKU: 51290
Price: 49.95 NZD
Availability: InStock
ISBN: 9781991134868

Research-based strategies for success with decoding and comprehension

Available late April 2026.

Extensive research has revealed a range of components that contribute to effective teaching of reading. Yet few reliable resources have translated that evidence into a format that teachers can put to use in the classroom. Enter How to Teach Reading: Research-based strategies for success with decoding and comprehension, an accessible guide on how to harness key research insights to benefit students’ reading skills.

This informative resource unpacks the science of reading in plain language, as well as providing insights into the “code” of written English that will help in developing meaningful reading programmes. From these foundations, it describes effective strategies for teaching decoding and comprehension that build from the research findings on “what works”. After outlining methods for teaching word recognition and language comprehension, it brings all of this together in a comprehensive literacy programme. Other keys to success addressed in this resource are teaching approaches with students who have reading difficulties and how to use children’s literature to give students a strong sense of why they want to be a reader.

Are you looking for more hands-on support? Check out our How to Teach Writing, Spelling and Grammar professional development course.

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Ages: 5-13 | Pages: 88 | Code: 51290 | ISBN: 9781991134868

Series: How to Teach Collection

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Helen Walls

Dr Helen Walls is a professional learning facilitator and educational researcher, with 20 years’ experience working in schools. She is committed to raising achievement in writing by sharing evidence-based, practical methods to engage every student. Helen is managing director of The Writing Teacher, a consultancy that provides writing workshops and resources for teachers, all accessible online. She is also a member of the Massey University school support team. For her PhD thesis, Helen conducted two empirical studies into the teaching of writing, which included a trial of the Fast Feedback Formative Evaluation System outlined in this book. She has published with The Australian Journal of Learning Difficulties and The Education Hub.

Christine Braid

Dr Christine Braid has 40 years’ experience as an educator, including 12 years as a classroom teacher and 25 years as a teacher educator with a focus on literacy teaching. In her academic studies, she has specialised in literacy: she has a Diploma of Children’s Literature, her MEd thesis looked at using picture books for developing comprehension discussion with older primary students and her PhD examined the influence of teacher knowledge and practice on literacy outcomes for new primary students. Combining her practical and her experience, Christine works with teachers to promote systematic and explicit teaching and to provide opportunities for incidental learning. Christine has a particular enthusiasm for finding ways to inspire teachers and children using books.