The presentation summarises the key recommendations from Rose and endorses the ‘Simple View of Reading' as the preferred approach to the teaching of phonics and early reading. The presentation is explicit about the implications for teacher training in schools and other settings. It establishes the expectation that trainees should be taught that word recognition and comprehension should be regarded as separate dimensions of reading. By inference, the ‘Simple View of Reading' is thus regarded as part of the subject knowledge base required in order for trainees to meet the requirements of QTS Standard 14.http://www.ttrb.ac.uk/ViewArticle2.aspx?contentId=15421

1. Early Reading Workshop Bea Noble-Rogers, Wendy Jolliffe, David Waugh 21 April 2009

14. + + - - Language comprehension Word recognition Language comprehension Simple View of Reading

15. + + - - Word Recognition Good language comprehension, poor word recognition Good word recognition, good language comprehension Poor word recognition, poor language comprehension Good word recognition, poor language comprehension Language comprehension

36. The teaching sequence for writing

41. Slide