The Early Literacy Initiative’s Practitioner Briefs are a
collection of “how-tos” for people working in the field.
Teachers, teacher educators and NGO staff often struggle
with operationalising theoretical ideas that they read about.
Certain ideas may sound interesting or useful – but are they
implementable in Indian settings? How can we implement
them? The Practitioner Brief series draws upon theoretical
perspectives to help individuals and organisations imagine
relevant practices in classrooms. A total of 21 briefs are
compiled into seven thematic booklets.
In this booklet, the reader is introduced to ideas for supporting
reading comprehension within classrooms. The first brief
in this booklet describes multiple ways to build vocabulary
effectively. The ideas and activities suggested are based on
research-based principles that focus on making learning new
words interactive and meaningful for the learners. The booklet
presents a two-part series of briefs on comprehension. Part
one addresses the importance of teaching comprehension
strategies in the language classroom and describes four key
comprehension strategies — prediction, summarising, visual
strategies and activation of prior knowledge —that should be
taught in early language classrooms. Part two demonstrates
how teachers can plan and conduct a “think-aloud” for
students. The last of the briefs in this booklet explains the
importance of teaching students to ask good questions to
support their comprehension. It discusses a widely used
framework called the Question-Answer Relationship (QAR)
and demonstrates its use with early language learners.