As I understand it, 'Power of Reading' (from the Centre for Literacy in Primary Education) recommends pure aural reading of books to students. i.e. the students are NOT given a copy of the book to 'read along to' at the same time as the teacher reading it them aloud. My question is, although I can see this makes some sense for native speakers (because it allows them to concentrate on higher-level reasoning, and overall writing structures), I'm dubious as to whether it's so effective or appropriate for EAL students. For many EAL students (those who are still considerably behind their peers in basic use of English language), I would imagine that 'reading along' whilst the text is read to them strongly helps familiarise them with the basic words and spellings etc. Would it really be compromising 'Power of Reading' principles too much by (differentiating according to need) and insisting most of the class purely listen to the read text, whilst struggling EAL students could be given a copy of the book and try to 'read' it simultaneously with it being read aloud? I think what I'm really asking is, has the 'Power of Reading' scheme really been strongly validated to be successful with even EAL students, or does it need some modifications?