Discover some of our activities to develop reading comprehension

We know that the main objective of reading is to gain access to the meaning of written texts. Reading is therefore more than the simple identification of written words. It is also an interactive process of constructing meaning between the reader, the text and the context. The quality of this interaction depends on the reader's ability to effectively use a set of strategies.

This is why the explicit teaching of reading strategies is essential. In fact, it would appear that explicit instruction is the intervention having the most positive effects on reading comprehension. The explicit teaching process includes modeling, guided or guided practice, and independent practice. The modeling stage promotes understanding of the learning objective in the students. Guided (or supervised) practice allows them to adjust and put into practice their learning through interactions with the teacher and their peers. Independent practice provides them with the learning opportunities they need to master and consolidate their learning.

Literacy Reading Comprehension activities are always fun and engaging and aim to support your explicit teaching approach and are designed to facilitate the use of children's literature for literacy teaching and learning. Most of the reading comprehension activities offered begin with reading a book of the student's choice. Students first read books of their own choosing, which match their tastes, interests and level of reading skills. Then, they get together to experience the activities. The proposed activities can therefore be carried out by reading any children's literature book in order to respect the choices of the pupils and to facilitate pedagogical differentiation. They aim to allow students to share their ideas and opinions on the texts read and thus improve their comprehension, all in a situation of verbal interaction, generally without paper or pencil. In addition, to further facilitate pedagogical differentiation, many of the printable activities include an editable pdf version, which the teacher can adapt according to the intended learning objectives and the needs of the students.

Learn more: The role of oral communication in the development of reading comprehension

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Take part in our FREE webinar titled Building Reading Comprehension. Click below for the next date for this webinar, for full details and to register.

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NEW! Interactive group games to encourage questioning in reading

Littératout is recognized for its excellent printable games that facilitate reading questions. One of these games is now available in an interactive version and other games will be added to this new series entitled I read, I share, I understand! Use them in small groups or in large groups to allow students to share their ideas and opinions about the texts read. They will thus be able to improve their understanding, while practicing listening and speaking strategies. These games can be used in the classroom and remotely! Deploy them on your TNI or by screen sharing during virtual meetings with your students to stimulate discussion, or even invite your students to open them on their devices to play in pairs or in small groups.


On your marks, get set, share! (8-11 years old)

After reading books of their choice, players roll a virtual dice to advance their pawns on the game board, responding orally to questions about the texts read. The first player or team of players to reach the Arrival space wins the game!

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Try this game free for a limited time! Click on the icon to play!

Take advantage of our consultation service!

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Littératout offers a tailor-made consultation service for parents and teachers. Our educational advisor can recommend various resources depending on the age or level of study as well as the specific needs of your students or children. She can also advise you on the management of your interface and dashboard. Consultations are offered Monday to Friday between 9 a.m. and 8 p.m. The consultations last 30 minutes.


The role of oral communication in the development of reading comprehension

The link between learning written language (reading and writing) and learning oral language has been well established by research for nearly 40 years. In addition to having recourse to the processes allowing to identify the written words, the pupil constructs the meaning of the texts read by relying on the knowledge which he has of the oral language.

Planning learning activities that integrate opportunities to communicate orally about the readings (questioning, exchanges, discussion), both during guided practice and during independent practice, allows students to put into practice the strategies taught.

To do this, it is suggested to plan learning activities that allow, among other things, students to ...

- Make reference to texts already read in order to help the pupils to activate their previous knowledge to facilitate the comprehension of a new text.

- Make predictions on texts before and during reading

- Exchange and discuss and ask questions that encourage students to think critically about the content of the text.

- Read a wide variety of texts that serve a variety of purposes (eg, cookbooks, instruction manuals, maps, information texts, literature, etc.).

- Establish links between a given text and other books, their knowledge and / or their experience.

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Books and Activities work with the most recent versions of Google Chrome and Apple Safari browsers. For iPad tablets, a version of iOS 10.3.2, or higher, is required for proper operation.