SPD 560 Topic 6 DQ 4

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School

Grand Canyon University *

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Course

560

Subject

Psychology

Date

Feb 20, 2024

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docx

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1

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SPD 560 Topic 6 DQ 4 Challenges with reading comprehension directly affect adolescent student’s attitude about reading. When kids find it hard to understand what they're reading, it can make them feel frustrated and incompetent towards reading. They may start to dislike it and avoid reading altogether. Below are some ways to help adolescent students improve their reading comprehension skills. Studies indicate that directly teaching how words are built from parts found in informational textbooks can boost the reading comprehension of teenagers with weak reading abilities (Vaughn et al., 2015). Additionally, Teachers often suggest tackling teenagers' difficulties in understanding texts by instructing them on comprehension strategies. These strategies, specifically for informative texts, might involve looking ahead at what the passage might talk about, checking understanding by asking questions, identifying the main idea, and summarizing the important parts in their own words (Boardman et al., 2013). Teachers may also want to choose books on the students independent reading level so they can feel successful. Furthermore, educators can teach these students additional ways to understand texts, like summarizing what they read or connecting the text to their own experiences. In class, educators can incorporate activities like book clubs where students chat about what they're reading. Also, providing different reading tasks to match each student's level and teaching them strategies can help them understand texts better. All the above methods can help students feel more confident and excited about reading, which can improve how well they understand what they read. Boardman A. G., Scornavacco K., & Klinger J. K. (2013). Using collaborative strategic reading to improve comprehension. In Boon R. T. & Spencer V. G. (Eds.), Adolescent literacy: Strategies for content comprehension in inclusive classrooms (pp. 105–124). Baltimore, MD: Brookes. [Google Scholar] Vaughn S., Roberts G., Wexler J., Vaughn M. G., Fall A., & Schnakenberg J. B. (2015). High school students with reading comprehension difficulties: Results of a randomized control trial of a two-year reading intervention. Journal of Learning Disabilities, 48, 546–558. [PubMed] [Google Scholar]
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