Are we still using comprehension frameworks to teach primary reading?

Having recently joined a new school, I have been given the opportunity to step back and re-imagine the reading curriculum. I was already aware that assessment-driven approaches to reading existed, however what has surprised me through this process is just how widespread this way of thinking still is. Through reviewing curriculum structures, attending conferences and speaking with teachers, leaders and literacy leads across different schools, it has become clear that many schools continue to rely heavily on the same approaches to teach reading.

This has been particularly striking given that reading is the gateway to accessing almost every other area of the curriculum. From understanding word problems in maths to engaging with scientific explanations, historical sources and wider curriculum texts, reading underpins success across subjects. With this in mind, it is surprising that, despite the wealth of research and national guidance available on effective primary reading instruction, schools are not always thinking as deeply as they should about how reading is taught and how that teaching enables children to access learning more broadly.

Despite the growing body of evidence, reading lessons in many schools are still structured around comprehension frameworks such as VIPERS or similar content-domain approaches. Often this is not because staff believe this is the most effective way to teach reading, but because reading curriculums are bought in and already organised in this way. Over time, these structures can become the curriculum itself rather than a tool that supports it, limiting deeper thinking about how children actually learn to read.

These approaches were originally designed to support pupils in accessing the demands of the Year 6 reading SATs. However, when used as the primary method for teaching reading across a school, they risk narrowing what reading becomes. Reading lessons can quickly turn into repeated practice of answering question types rather than opportunities to develop fluent, confident readers who understand texts deeply and enjoy reading.

Research is clear that reading comprehension is not a generic skill that can be taught through isolated strategies alone. Instead, strong comprehension depends on a combination of fluent decoding, rich vocabulary and background knowledge developed through regular exposure to high-quality texts. Christopher Such, in The Art and Science of Primary Reading, emphasises that reading instruction should be rooted in purposeful text selection, rich discussion and the deliberate building of knowledge over time. This aligns closely with wider research which highlights that comprehension improves when pupils know more about the world and encounter language in meaningful contexts, rather than through decontextualised strategy practice.

Ofsted has also highlighted that in some schools, reading is overly focused on exam-style comprehension questions, which can limit pupils’ understanding and engagement with texts. When assessment frameworks begin to drive curriculum decisions, there is a risk that reading becomes about performance rather than understanding.

What I have seen work far more effectively is a text-led, knowledge-rich approach to reading. In schools that have moved away from rigid comprehension frameworks, reading lessons are built around whole, meaningful texts. Alongside class novels, pupils regularly read a wide range of age-appropriate material including non-fiction, poetry, picture books, speeches, articles and song lyrics. This approach, advocated by Such, allows children to encounter different text structures, authorial choices and purposes for writing, supporting both reading comprehension and writing development.

In these classrooms, reading is explicitly taught through modelling, discussion and shared thinking. Teachers prioritise reading fluency, explore vocabulary in context and deliberately build background knowledge so that pupils can access increasingly complex texts. Questions still play a role, but they arise naturally from the text and the discussion rather than being driven by predetermined content domains.

The impact of this shift is clear. Schools implementing this approach are seeing improved attainment, but just as importantly, improved engagement. Pupils are more confident, more willing to attempt challenging texts and more successful early in their reading experiences. This early success matters. Success leads to motivation, and when children experience reading as something they can do and enjoy, they are far more likely to persist and develop a lifelong love of reading.

This is especially important for pupils who find reading difficult. If reading is reduced to repetitive comprehension tasks that feel abstract or disconnected from meaning, it can quickly become demotivating. By contrast, when pupils experience early success through carefully chosen texts, strong modelling and purposeful discussion, reading becomes achievable and rewarding.

Teaching children to read well is not about drilling question types or relying on assessment-driven frameworks. It is about providing rich reading experiences, building knowledge of the world and developing confident, motivated readers. When we focus on success, understanding and enjoyment, we are not just preparing children for tests, but equipping them with the skills and desire to access the wider curriculum and to read for life.

References

Department for Education (2016) English reading test framework: key stage 2. London: Department for Education.

Department for Education (2023) The reading framework: teaching the foundations of literacy. London: Department for Education.

Education Endowment Foundation (2021) Reading comprehension strategies. London: Education Endowment Foundation.

Hirsch, E D (2016) Why knowledge matters: rescuing our children from failed educational theories. Cambridge MA: Harvard Education Press.

Ofsted (2022) Telling the story: the English education subject report. London: Ofsted.

Such, C (2021) The art and science of primary reading. Woodbridge: John Catt Educational.

Willingham, D T and Lovette, G (2014) Can reading comprehension be taught? American Educator, 38(1), pp 38–45.