Primary Literature: Telling Stories


Boy Reading (1843) by Albert Tikos (1815-1845)

I’m currently working with primary teachers across the Inspiration Trust to develop a content-focused approach to literature. I spoke to the whole primary staff about this project back in October – you can read my talk here. In this post, I’ll be looking at why a content-focused approach is more accessible, more equitable, more effective, and more joyful.

But firstly, what do I mean by content-focused literature teaching? Very briefly, I mean teaching that has as its goal the retention in long term memory of the content of literature: its plots, characters and themes. This goal is distinct from the goal of practising decoding to fluency, which is of course a necessary part of primary education (and sometimes of secondary too). It is also distinct from the goal of practising generalised ‘comprehension skills’ such as inference and prediction. I’ll argue later that a focus on content actually enables better inference and prediction anyway.

Content-focused primary literature teaching is accessible

A strong focus on the plots, characters and themes of literature is more accessible because fundamentally, it is about knowing the story well. Everything flows from this. Stories are the most memorable and interesting thing, for everybody. As Daniel Willingham has pointed out (in Why Don’t Students Like School), the human brain seems to be set up specially for the retention of stories. They sink in and they stay in the mind more easily than anything else.

When the teacher is focused on the story as they teach literature, she is using the most powerful and the most accessible tool for transferring knowledge to their pupils, whatever their ability level. When the teacher reads the story out loud to the class and explains it to them, she opens up new worlds to pupils of all abilities and backgrounds.

Content-focused primary literature teaching is equitable

This follows naturally from accessibility. A teacher-led lesson focused on literary content allows the whole class to share in the story. The whole class is building cultural capital. The whole class is building shared meanings that will stand them in good stead as they mature and encounter more sophisticated texts. No one is left behind.

This is always the paradox: when we insist upon differentiation, we embed disadvantage and make our education system less equitable. When we insist that everyone in the class listens and learns the same material, we reduce the gap between the haves and the have nots.

Content-focused primary literature teaching is effective

When the focus is squarely on the content of literature, children’s knowledge and vocabulary will grow, and this is the primary means by which comprehension can be improved. While there is some benefit in general strategies for improving comprehension, they are, as Willingham points out here, easily learned and do not require much practice. The vast majority of our ability to comprehend is based upon what we have stored firmly in our long term memories. So focusing on this in our primary curriculum is the best way to ensure success in the short and the long term. It will lead to better SATs results, but more importantly, it will lay firm foundations for a lifetime of better understanding and ever increasing knowledge.

Our brains, tuned as they are to stories, naturally infer and predict, and their ability to do this accurately is primarily based on how much knowledge is stored in long term memory. The conclusion is obvious. If we want our pupils to be able to infer and predict effectively, we must give them more knowledge.

Content-focused primary literature teaching is joyful

If we want to inoculate our pupils against literature, the best way to do this is to turn every story into a vehicle for practising comprehension strategies or doing SATs test preparation. But when we forget all that dry, dull and empty formalism, we find that there is a wealth of fascinating stories that every pupil can enjoy. Content-focused primary literature teaching becomes a journey of discovery which includes everybody in the class, even the teacher. And you get better SATs results into the bargain.


3 thoughts on “Primary Literature: Telling Stories

  1. Pingback: Educational Reader's Digest | 26th January - 2nd February - Douglas Wise

Thoughtful and reasonable discussion is always welcome.

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