Comprehension monitoring means noticing that a word, sentence or connection is unclear and doing something useful about it. Some pupils continue to the end of a page without recognising where understanding was lost. Teach a short repair routine and prompt it only when needed.

The aim is for the pupil to notice the problem and choose a suitable response, without an adult questioning them throughout.

Identify what is unclear

When meaning breaks down, ask the pupil to locate the problem:

• Is there an unfamiliar word?

• Was a sentence read inaccurately?

• Is the sentence structure difficult?

• Has a connection with an earlier part been missed?

• Is some background knowledge needed?

“Read it again” is too vague if the pupil does not know what to look for.

Teach a short repair routine

Use four options:

1. Reread the relevant sentence.

2. Check the difficult word.

3. Use the sentences or picture around it.

4. Connect it with what came before.

Model how to choose rather than applying all four every time.

For example, a pupil reads, “The cub remained concealed beneath the leaves,” but cannot explain the sentence. Ask which word is unclear. After checking concealed, reread the sentence and connect it with the earlier information that the cub was hiding.

Prompt without solving it immediately

Use a sequence such as:

• “Does that part make sense?”

• “Where did it become unclear?”

• “What could you try?”

• “Try it, then tell me what the sentence means.”

Give thinking time. If the strategy does not resolve the problem, explain the word or sentence so the reading can continue.

Know when not to interrupt

Do not stop the pupil simply because a sentence appears difficult to the adult. If the pupil is reading accurately and can follow the meaning, let them continue.

Avoid asking “Does that make sense?” after every paragraph. Constant interruption can prevent the pupil from building a coherent understanding of the text.

Choose one or two planned checks during supported practice, then observe whether the pupil begins stopping independently.

Fade the prompt

Move from modelling the full routine to:

• asking what is unclear;

• asking which strategy might help;

• pointing to a small repair prompt;

• pausing when the pupil hesitates;

• allowing independent monitoring.

Acknowledge specific independent action: “You noticed the sentence did not fit and went back to check the word.”

Review persistent difficulties

If the pupil repeatedly loses meaning, identify the underlying cause. Difficulties may relate to decoding, fluency, vocabulary, language structure, background knowledge or attention.

A repair routine is useful for occasional breakdowns. It should not be used to conceal a text that is consistently inaccessible or a reading difficulty that needs further support.

Common mistakes to avoid

• Telling the pupil only to reread.

• Asking continuous questions while they read.

• Solving the difficulty before the pupil identifies it.

• Assuming every breakdown is caused by vocabulary.

• Continuing strategy prompts when the text is far too difficult.

• Praising completion when the pupil has not understood.

• Keeping the prompt after the pupil monitors independently.

Evidence and further reading

The national curriculum English programmes of study include checking that text makes sense and correcting inaccurate reading. The Education Endowment Foundation’s Key Stage 2 comprehension guidance identifies comprehension monitoring as one component of successful reading.