PGCE English and Literacy in Education 2 — Questions and Answers
Question 1: What is 'reading fluency' and why does it matter for comprehension?
- Reading at the fastest possible speed to cover more text
- The ability to read accurately, at an appropriate pace, with expression - freeing cognitive resources for comprehension (Correct answer)
- A measure of how many books a pupil reads per year
- Reading fluency is relevant only for pupils with dyslexia
Correct answer: The ability to read accurately, at an appropriate pace, with expression - freeing cognitive resources for comprehension
Fluent readers decode automatically, freeing working memory to focus on meaning; non-fluent readers use so much cognitive effort on decoding that comprehension suffers.
Reading fluency comprises accuracy, rate and prosody (expression). Stanovich's (1986) 'Matthew effect' shows that fluent readers read more, encounter more vocabulary, and improve faster - while poor readers avoid reading, limiting vocabulary growth. The Simple View of Reading shows that comprehension equals decoding multiplied by language comprehension - weak decoding limits both.
Question 2: What does the acronym SPAG stand for in UK primary and secondary assessment?
- Speaking, Punctuation, Assessment and Grammar
- Spelling, Punctuation and Grammar (Correct answer)
- Subject, Paragraph, Argument, Grammar
- Sentences, Punctuation, Accuracy and Glossary
Correct answer: Spelling, Punctuation and Grammar
SPAG (Spelling, Punctuation and Grammar) is assessed in the KS2 SATs and the GCSE English Language exams, reflecting the emphasis on technical accuracy in writing.
SPAG is tested separately at KS2 (Year 6 SATs GPS paper - Grammar, Punctuation and Spelling) and is a component of GCSE English Language marking criteria. The 2014 National Curriculum introduced more explicit grammar teaching from Key Stage 1 (e.g. noun phrases, subordinate clauses, fronted adverbials). Teachers across phases are expected to model and correct SPAG consistently.
Question 3: What is 'whole class shared reading' as a teaching approach?
- Every pupil reading a different book of their choice simultaneously
- The teacher and whole class reading and discussing a shared text together, with the teacher supporting active comprehension (Correct answer)
- Pupils reading aloud one sentence at a time around the class
- Silent reading time with no teacher input
Correct answer: The teacher and whole class reading and discussing a shared text together, with the teacher supporting active comprehension
Shared reading involves teacher and class engaging with the same text together, with the teacher modelling comprehension strategies, vocabulary inference and critical response.
Whole class shared reading gives all pupils access to complex, high-quality texts with teacher support. The teacher models comprehension strategies - predicting, clarifying, questioning, summarising - while discussing the text with the class. The EEF Literacy guidance notes that high-quality text discussion improves both vocabulary and comprehension, particularly for disadvantaged pupils.
Question 4: Why might a secondary school introduce a 'whole-school reading spine'?
- To ensure all pupils read the same books as pupils in other schools nationally
- To provide a sequenced set of shared texts that build cultural capital and vocabulary across year groups (Correct answer)
- To satisfy Ofsted requirements for a school reading policy
- To replace individual library choices with teacher-selected titles
Correct answer: To provide a sequenced set of shared texts that build cultural capital and vocabulary across year groups
A reading spine ensures all pupils access a rich, diverse canon of texts that build vocabulary, cultural capital and literary knowledge in a planned progression through the school.
Inspired by E.D. Hirsch's cultural literacy work, a reading spine is a curated list of high-quality texts - often including diverse authors, classic literature and contemporary works - that pupils encounter at different year groups. It ensures equity (all pupils, not just those from book-rich homes, access great literature), builds shared cultural references, and develops vocabulary through repeated exposure to rich language.
Question 5: What is the 'Simple View of Reading' and what does it suggest about reading instruction?
- Reading is a single skill best taught through exposure to lots of books
- Reading comprehension is the product of two components: word recognition (decoding) and language comprehension - both must be taught (Correct answer)
- Simple texts should be used first and complex texts introduced only at secondary school
- The Simple View says phonics is sufficient for all reading instruction
Correct answer: Reading comprehension is the product of two components: word recognition (decoding) and language comprehension - both must be taught
The Simple View of Reading (Gough and Tunmer, 1986) shows that reading comprehension equals decoding multiplied by language comprehension - both are necessary and neither alone is sufficient.
The Simple View of Reading underpins England's reading curriculum. It shows: a pupil who can decode well but has poor language comprehension cannot understand what they read; a pupil with good language comprehension but poor decoding cannot access the text. Both strands must be explicitly taught - phonics for decoding, and oral language, vocabulary and background knowledge for language comprehension.
Question 6: What does 'dialogic teaching' mean in the context of developing literacy and thinking?
- Teaching using PowerPoint presentations and teacher monologue
- Using purposeful talk and discussion as a central tool for learning, where pupils build on each other contributions (Correct answer)
- A technique for managing pupil dialogue during group work
- Dialogic teaching refers only to teaching drama and role-play
Correct answer: Using purposeful talk and discussion as a central tool for learning, where pupils build on each other contributions
Dialogic teaching (Robin Alexander) uses purposeful, structured dialogue between teacher and pupils and among pupils to develop reasoning, understanding and oracy.
Robin Alexander's dialogic teaching framework identifies five key principles: collective (learning together), reciprocal (listening to each other), supportive (taking risks in discussion), cumulative (building on previous contributions), and purposeful (directed towards educational goals). Research shows dialogic teaching significantly improves outcomes in reading comprehension, mathematics and science.
PGCE English and Literacy in Education 2
What is 'reading fluency' and why does it matter for comprehension?