The Power of Reading: Developing Fluency and Literary Excellence at Shrewsbury International School Bangkok City Campus
Our Spotlight SHC Article SHC Junior SHC Story SHC Teacher
Written by Mia Harbey – Year 4 Team Leader at Shrewsbury International School Bangkok City Campus
To explore the important role that reading takes in helping to shape our curriculum here at Shrewsbury International School Bangkok City Campus, this reading article explores the following themes:
- Section 1: Fluency in Reading: Unlocking Comprehension
- Section 2: Choosing the Right Texts: Windows and Mirrors
- Section 3: Foundations for the Future: Literary Excellence
Section 1: Fluency in Reading: Unlocking Comprehension
At Shrewsbury International School Bangkok City Campus, we believe that reading fluency is essential to a child’s literacy development. Fluency bridges the gap between simply recognising words and truly understanding them. When children can read accurately, at an appropriate speed without great effort (automaticity) and with appropriate stress and intonation (prosody), they can focus on the meaning of the text rather than decoding individual words. This not only improves comprehension but also helps increase their vocabulary and love for reading.
Research from the Education Endowment Foundation (EEF) highlights that explicit teaching and regular practice are key to developing fluency. At Shrewsbury International School Bangkok City Campus, we encourage our pupils to make music as they read, making reading engaging through the following strategies:
- Adult-Modelled Reading: Teachers model fluent reading, emphasising appropriate pacing and expression.
- Repeated Reading: Reading the same text multiple times helps students improve speed, accuracy and confidence, particularly when working with challenging vocabulary. We therefore provide opportunities for re-reading to increase familiarity: modelled by the adult; practised with a pair; rehearsed independently.
- Choral Reading: Pupils read a text aloud in unison; all participants are encouraged to read at the same pace and use appropriate intonation.
- Echo Reading: Students mimic the teacher’s expressive reading style.
- Jump-In: Designed to encourage active participation, students “jump in” when the teacher pauses.
- Bounce Between: In pairs, pupils ‘bounce between’ each other to read collaboratively, providing/receiving feedback to refine their skills.
- Domino Reading: In groups, pupils read a sentence at a time, moving from pupil to pupil.
Fluency is more than just reading quickly; it is about developing expression and reading for meaning. Incorporating targeted fluency instruction into our practice at Shrewsbury International School Bangkok City Campus ensures that all students can progress from learning to read to reading to learn.
Section 2: Choosing the Right Texts: Windows and Mirrors
Selecting the right book is crucial for building a love of reading. Books should be immersive, challenging and inspiring children while being accessible enough to boost their confidence. At Shrewsbury International School Bangkok City Campus, we carefully choose diverse and inclusive books that serve as both ‘windows’ and ‘mirrors’ for our students, offering children opportunities to explore diverse perspectives while reflecting their own experiences.
Books as Windows: Stories introduce children to different cultures, perspectives and experiences, fostering empathy and curiosity about the world beyond their own.
Books as Mirrors: Representation matters. Seeing characters who reflect their own backgrounds and experiences makes children feel valued and understood.
As Dr Rudine Sims Bishop beautifully puts it:
“Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created and recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us.”
Through thoughtful book selection, we build inclusive classrooms, where well-rounded, empathetic and self-aware learners can be nurtured.
Section 3: Foundations for the Future: Literary Excellence
“It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife.”
This is the iconic opening line of Jane Austen’s novel Pride and Prejudice. Written in 1813, it remains one of the most famous opening lines in English literature, showcasing the timeless power of texts to shape minds.
A strong foundation in reading prepares children for future academic success. The Education Endowment Foundation (EEF) emphasises that engaging with high-quality texts enhances comprehension and vocabulary: key indicators of academic achievement. At Shrewsbury International School Bangkok City Campus, we introduce pupils to literary classics that enrich their understanding of language, culture and storytelling.
- Classic Literature: Exposure to timeless works, such as Shakespeare’s Romeo and Juliet in Year 6, helps students explore universal themes like conflict and ambition while developing analytical skills to explore his rich language.
- Traditional Authors and Tales: Younger students engage with classics in new ways: Year 4 step into Narnia through the wardrobe in their base when reading C.S. Lewis’ The Lion, The Witch and The Wardrobe, while Year 3 rethink the traditional The Three Little Pigs to explore alternative perspectives.
- Modern Stories with Meaning: Books like The Boy at the Back of the Class help children develop empathy by providing a ‘window’ into the experiences of refugees. In comparison, The Floating Field is a ‘mirror’ for Year 5 students: a chance to connect with their own culture and heritage, balancing exposure to different perspectives with self-reflection.
By fostering a deep appreciation for literature, we ensure that Shrewsbury International School Bangkok City Campus students are not only equipped for academic challenges but also develop a lifelong love for reading.
About the Author
Mia Harbey is our Year 4 Team Leader, bringing a decade of experience in education. She holds an English degree with Honours from a prestigious red brick university and has furthered her expertise by acquiring a National Professional Qualification in Leading Teaching, resulting in extensive experience in curriculum development.
As an experienced school leader, Mia is deeply committed to academic excellence, believing that every child deserves a champion who will inspire them to reach their full potential. Building strong relationships, she creates an environment where all learners feel empowered to succeed.
With over six years of English leadership experience, Mia has played a pivotal role in leading whole school improvement plans, particularly to enhance the teaching of phonics and reading.
Mia firmly believes that fluency is the key that unlocks comprehension, advocating that, “children should leave primary school reading to learn, rather than learning to read.”
With a breadth of experience in developing whole-school teaching and learning, she has successfully implemented research-informed practices to develop the teaching of writing, delivering school-wide CPD to assist staff with utilising models effectively and embedding Tier 2 vocabulary.
Mia’s passion for English permeates her teaching, inspiring children to develop a lifelong love of both reading and learning. She truly sees the value in curating progressive, diverse book selections and embedding evidence-based strategies to support all learners to thrive.
In Mia’s philosophy, “Reading is not just a skill: it’s a gateway to a future full of possibility.”