Researchers have filled virtual libraries with studies establishing the benefits of reading. Few teachers would argue that a daily diet of reading is not beneficial in both academic and wellbeing terms.

Yet there is so much research in this area that it can become overwhelming - and hard to pick out the nuance.

In a new study from the US, researchers Nell K Duke, Alessandra E Ward and P David Pearson wrestle this sprawling topic into something more manageable for teachers.

Their paper, “The Science of Reading Comprehension Instruction”, communicates the tremendous value of reading and the many factors that lead to healthy, flourishing reading skills.

They draw an analogy between successful reading development and good health, describing how “good nutrition, ample physical activity, adequate sleep, low levels of stress, and so forth” are all necessary in unison to support health. You wouldn’t expect to have good health if you only focused on one aspect, they say.

But many proponents of reading research do just that: consider the endless arguments pitching a focus on phonics in opposition to a focus on comprehension, for example.

Instead of picking sides in the battle of reading approaches, the researchers offer a model of layered, interrelated factors that lead to reading success. In short, the science of reading is about an “and/so” perspective, rather than “either/or” arguments.

So, what elements should come together for a healthy reading approach in the classroom?

High-quality word reading instruction

For younger pupils in particular, word reading skill is essential. As such, structured phonics offers a robust approach to getting reading right from the start.

Focus on reading fluency

Reading fluency is a vital bridge between word reading and reading comprehension. Reading aloud, reading regularly, reading with peers and reading different genres all contribute to healthy development.

Vocabulary and prior knowledge

Possessing background knowledge of a reading text is essential for pupils to be able to access it. Put simply, you need to know around 95 per cent of the words or more in a given text. This puts a significant demand on pupils’ prior knowledge. Therefore, lots of careful curriculum crafting and vocabulary instruction is integral to successful reading.

Comprehension strategies

One important way to unlock a reading text is to explicitly teach pupils strategies such as prediction, questioning, clarifying and summarising. Done well, this means pupils can better access a wealth of academic texts where they lack prior knowledge.

Writing and talking about what is being read

Rich debate about what is being read - be it a storybook in Year 2 or a political speech in Year 12 - offers essential elaboration so that pupils can reflect on what they are reading.

There may be enough research about reading out there to fill a whole library but, when it comes to the principles of teaching reading well, the information we need to know is far less intimidating.

Alex Quigley is national content manager at the Education Endowment Foundation. He is a former teacher and the author of Closing the Reading Gap, published by Routledge

This article originally appeared in the 16 July 2021 issue under the headline “Variety is the key to a healthy reading diet”