How to Teach Reading: Decoding and Comprehension

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

From research to practice

Available mid-April 2026.

Extensive research has revealed a range of components that contribute to effective teaching of reading. Yet it is more difficult to find reliable resources that translate the evidence into a format that teachers can put to use in the classroom. Enter How to Teach Reading: Decoding and Comprehension, an accessible handbook that brings together key research insights and offers guidance on how to harness them to benefit students’ reading skills.

This informative resource takes a user-friendly approach to establishing essential knowledge with straightforward explanations of seminal models of reading and reading development (the Simple View of Reading and the Cognitive Foundations Framework) as well as of intervention studies that reveal “what works” in teaching decoding and comprehension. From these foundations, it describes effective teaching strategies to operationalise the research. Also addressed are many questions that teachers ask, such as how to make the best use of decodable and other books, the role of shared reading, the relationship between reading and writing skills, and the relative benefits of working from speech to print or from print to speech.

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

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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.