How Reading Aloud Can Develop Decoding Skills (Word Reading)
Part 1 of a two-part series on the Simple View of Reading
When we think about helping children learn to read, it’s easy to focus only on outcomes—how many books they finish, how well they can read aloud in front of others, or how soon they become “independent” readers. But before we can talk about progress, it’s important to understand what reading actually involves.
That’s where the Simple View of Reading comes in.
Originally proposed by researchers Philip Gough and William Tunmer in 1986, the Simple View of Reading is the model that underpins the National Curriculum in England today. It breaks reading down into two core components:
Decoding (or word reading) – the ability to identify and pronounce words using knowledge of letters and sounds.
Language comprehension – the ability to understand what those words and sentences actually mean, in context.
Children need to be proficient in both of these areas to become confident, capable readers. Without decoding, they can’t read the words; without comprehension, the words have no meaning. You can think of it as a simple equation:
Reading = Decoding × Comprehension
If either skill is missing (or weak), reading breaks down.
In this two-part blog series, we’ll explore both elements of the Simple View of Reading and how reading aloud can support children’s development in each. Today, we start with decoding – also known as word reading.
Understanding Decoding (Word Reading)
Before jumping into the benefits of reading aloud, let’s take a moment to understand what decoding actually means. In simple terms, decoding refers to a child’s ability to read unfamiliar words by sounding out letters and blending those sounds together – either silently or aloud. To do this successfully, children must be explicitly taught how letters (or ‘graphemes’) correspond to particular sounds (‘phonemes’).
With enough practice, children begin to recognise and decode familiar words automatically, without needing to sound them out each time. But getting to that point takes both structured phonics instruction and regular practice.
How Reading Aloud Supports Decoding Skills
The Synthetic Phonics Programme
When children first learn to read in Key Stage 1, they are taught how to decode words through a synthetic phonics programme. ('Synthetic' in this context means to combine – synthesising letter sounds into words.) This involves learning the phonemes that match each grapheme and how these can be blended to form words.
Phonics instruction has been hugely successful: 89% of pupils met the expected standard in the Phonics Screening Check by the end of KS1 in 2023.
However, while reading aloud can’t replace phonics teaching, it can play a significant supporting role. Reading aloud:
Exposes children to phonics in varied contexts.
Reinforces sound-letter recall through repetition.
Encourages children to produce sounds themselves – not just hear them.
This active vocalisation helps strengthen the brain’s connection between letters and sounds, which is vital when children come across new or unfamiliar words.
Importantly, this benefit extends to children with learning difficulties like dyslexia. Studies show that reading aloud – through articulation and prosody – makes reading a multi-sensory task. Hearing themselves read allows dyslexic students to self-correct in a way that doesn’t typically happen during silent reading.
So, when reading aloud is combined with a phonics programme – and the chosen texts match the child’s current phonic knowledge – it can significantly boost progress, especially ahead of the Phonics Screening Check in Year 1 or 2.
From Decoding to Fluency
Once decoding becomes more automatic, children begin to develop reading fluency – often described as the bridge between decoding and comprehension. A fluent reader can read accurately, at an appropriate pace, and with expression (prosody).
Reading aloud is one of the most effective ways to build fluency. It helps children:
Hear and adjust their reading speed to avoid stumbling or skipping.
Engage with punctuation (e.g., pausing at full stops).
Practise using stress and intonation, making reading more expressive and engaging.
According to the Standards and Testing Agency, around 90 words per minute is a key fluency benchmark by the end of KS1 – and reading aloud can help children reach that goal.
As children become more fluent, they also tend to enjoy reading more – and children who enjoy reading are more likely to read frequently. It’s a virtuous cycle.
Beyond Reading: Oracy and Confidence
Reading aloud doesn’t just support decoding and fluency – it also develops oracy skills, defined as "the development and application of a set of skills associated with effective spoken communication." These skills are not only vital for success in school, but they are increasingly valued in the workplace too.
Reading aloud gives children the chance to practise spoken communication alongside their reading skills – a benefit that silent reading simply doesn’t offer. For teachers, it's also a practical way to encourage oracy practice outside the classroom, particularly for children from language-poor households or with lower language skills.
Teachers have consistently identified pupils with English as an additional language (73%), disadvantaged pupils (71%), and pupils with low attainment (68%) as the groups who would benefit most from increased speaking activities. Reading aloud offers a simple but effective intervention.
And finally, there’s confidence. For many children, speaking or reading in front of others can be daunting – especially if they struggle with reading. A drop in reading confidence has been noted in recent years, falling to just 45% in 2021.
Reading aloud in a safe, private space – whether at home or in a supportive classroom setting – gives children a chance to build confidence in their own time. Over time, this can reduce anxiety, boost self-esteem, and prepare them to participate more actively in school oracy-based activities.
In Summary
While a strong phonics programme lays the foundation for decoding, reading aloud brings that learning to life – helping to embed phonics knowledge, build fluency, strengthen oracy, and boost confidence. It turns reading into a multi-sensory, engaging, and empowering experience.
In next week’s blog, we’ll explore how reading aloud can also support the other half of the Simple View of Reading: language comprehension. Stay tuned.
