What Strategies Use to Understand the Reading
Comprehension: The Goal of Reading
Comprehension, or extracting significant from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may non appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze information technology, internalize it and brand it their ain.
In order to read with comprehension, developing readers must be able to read with some proficiency and then receive explicit didactics in reading comprehension strategies (Tierney, 1982).
Strategies for reading comprehension in Read Naturally programs
General Strategies for Reading Comprehension
The procedure of comprehending text begins before children tin read, when someone reads a picture book to them. They listen to the words, come across the pictures in the book, and may start to acquaintance the words on the page with the words they are hearing and the ideas they represent.
In order to acquire comprehension strategies, students need modeling, practice, and feedback. The central comprehension strategies are described below.
Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that will help them to sympathise the text they are well-nigh to read. This provides a framework for any new information they read.
Predicting
When students brand predictions about the text they are about to read, information technology sets upwardly expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction every bit they gain more information.
Identifying the Main Idea and Summarization
Identifying the main idea and summarizing requires that students decide what is important then put it in their own words. Implicit in this process is trying to understand the author's purpose in writing the text.
Questioning
Asking and answering questions about text is another strategy that helps students focus on the pregnant of text. Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.
Making Inferences
In order to brand inferences about something that is not explicitly stated in the text, students must larn to draw on prior knowledge and recognize clues in the text itself.
Visualizing
Studies have shown that students who visualize while reading take better call up than those who do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.
Strategies for Reading Comprehension: Narrative Text
Narrative text tells a story, either a true story or a fictional story. In that location are a number of strategies that will help students empathize narrative text.
Story Maps
Teachers can have students diagram the story grammar of the text to enhance their sensation of the elements the writer uses to construct the story. Story grammar includes:
- Setting: When and where the story takes identify (which can change over the form of the story).
- Characters: The people or animals in the story, including the protagonist (master character), whose motivations and actions bulldoze the story.
- Plot: The story line, which typically includes one or more than problems or conflicts that the protagonist must address and ultimately resolve.
- Theme: The overriding lesson or chief idea that the author wants readers to glean from the story. It could be explicitly stated every bit in Aesop's Fables or inferred by the reader (more common).
Printable story map (blank)
Retelling
Asking students to retell a story in their ain words forces them to analyze the content to make up one's mind what is important. Teachers tin can encourage students to go beyond literally recounting the story to drawing their own conclusions about information technology.
Prediction
Teachers can ask readers to make a prediction well-nigh a story based on the championship and whatsoever other clues that are available, such as illustrations. Teachers can afterward ask students to discover text that supports or contradicts their predictions.
Answering Comprehension Questions
Asking students different types of questions requires that they find the answers in unlike ways, for example, by finding literal answers in the text itself or by drawing on prior knowledge and then inferring answers based on clues in the text.
Strategies for Reading Comprehension: Expository Text
Expository text explains facts and concepts in order to inform, persuade, or explicate.
The Construction of Expository Text
Expository text is typically structured with visual cues such every bit headings and subheadings that provide clear cues equally to the structure of the information. The kickoff sentence in a paragraph is also typically a topic sentence that clearly states what the paragraph is about.
Expository text as well often uses i of 5 common text structures as an organizing principle:
- Cause and upshot
- Problem and solution
- Compare and contrast
- Description
- Fourth dimension order (sequence of events, actions, or steps)
Teaching these structures tin assistance students recognize relationships between ideas and the overall intent of the text.
Main Idea/Summarization
A summary briefly captures the main idea of the text and the key details that support the main idea. Students must understand the text in order to write a good summary that is more a repetition of the text itself.
K-W-L
There are three steps in the Chiliad-West-L process (Ogle, 1986):
- What I Know: Before students read the text, ask them equally a grouping to identify what they already know well-nigh the topic. Students write this list in the "K" cavalcade of their Chiliad-W-Fifty forms.
- What I Wpismire to Know: Ask students to write questions about what they want to learn from reading the text in the "Westward" column of their K-W-L forms. For instance, students may wonder if some of the "facts" offered in the "K" column are true.
- What I Learned: As they read the text, students should await for answers to the questions listed in the "Due west" column and write their answers in the "Fifty" column along with anything else they learn.
After all of the students have read the text, the teacher leads a word of the questions and answers.
Printable K-W-L chart (blank)
Graphic Organizers
Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students understand and remember them. Examples of graphic organizers are:
Tree diagrams that stand for categories and hierarchies
Tables that compare and dissimilarity information
Fourth dimension-driven diagrams that stand for the order of events
Flowcharts that represent the steps of a process
Pedagogy students how to develop and construct graphic organizers volition require some modeling, guidance, and feedback. Teachers should demonstrate the process with examples offset before students practice doing it on their ain with teacher guidance and eventually work independently.
Strategies for Reading Comprehension in Read Naturally Programs
Several Read Naturally programs include strategies that support comprehension:
| Read Naturally Intervention Program | Strategies for Reading Comprehension | |||
|---|---|---|---|---|
| Prediction Step | Retelling Step | Quiz / Comprehension Questions | Graphic Organizers | |
| Read Naturally Alive:
| ✔ | ✔ |
| |
| Read Naturally Encore:
| ✔ | ✔ |
| |
| Read Naturally GATE:
| ✔ | ✔ |
| |
| Ane Minute Reader Live:
|
| |||
| One Infinitesimal Reader Books/CDs:
|
| |||
| Have Aim at Vocabulary: A print-based plan with audio CDs that teaches carefully selected target words and strategies for independently learning unknown words. Students piece of work more often than not independently or in instructor-led small-scale groups of up to half-dozen students.
|
| ✔ | ||
Bibliography
Honig, B., L. Diamond, and L. Gutlohn. (2013).Teaching reading sourcebook, 2nd ed. Novato, CA: Loonshit Printing.
Ogle, D. Thou. (1986). Grand-W-L: A teaching model that develops agile reading of expository text. The Reading Teacher 38(6), pp. 564–570.
Pressley, 1000. (1977). Imagery and children'due south learning: Putting the picture in developmental perspective. Review of Educational Research 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing bones reading comprehension skills.Schoolhouse Psychology Review 11(3), pp. 299–305.
Source: https://www.readnaturally.com/research/5-components-of-reading/comprehension
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