Comprehension Is The Purpose Of Reading

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

According to Carnine, Silbert, and Kame’enui, many students will not be able to become successful readers, unless their teacher is able to identify the essential reading skills, find out the skills that their students do not have, and teach those skills to their students.

"Ausbel (1963) originally rationalized the use of graphic organizers by speculating that a learner's existing knowledge which he referred to a s cognitive structure, greatly influence his or her learning. When the cognitive structure expands and strengthens by incorporating new information, learning occurs. To facilitate this process, graphic organizers provide learners with a framework for relating their existing knowledge to the new information." (Kim et. Al 2004).

By using a graphic organizer we can help students focus on what they already know and see how they can deepen their

One strategy would teach Jason to connect a new vocabulary word with a keyword and then to make a mental picture of that keyword. For example, to learn the new word apex, Jason can picture an ape sitting on the top of a mountain. Another intervention would teach Jason to make mental pictures of what he is reading in addition to carefully studying any visuals included in text. An example of meta-cognitive strategies working on skills in comprehension monitoring, self questioning, paraphrasing and summarizing, sequencing and obtaining main ideas. A five step self questioning technique may be directly taught to Jason across multiple days to improve the comprehension of what he reads. The five question self statements apply to chunks of text, may be placed on a note card for use as a prompt, and include the following 1- what are you studying this passage for?; 2- find the main ideas in the paragraph and underline it or them; 3- think of a question about the main idea you have underlined; 4-remember what a good question should be like; 5- always look back at the questions and the answers to see how each susses I've question and answer provide you with more information. During the intervention, Jason writes and reviews responses to these questions, statements with corrective feedback by a

During the class, Getting into the Book with Marni Pingle, she covered strategies for comprehension which included; prior knowledge, making connections, questioning, visualizing, summarizing, inferring, evaluating, and synthesizing. I believe the most important of these is synthesizing because by processing the information the children create a deeper understanding of what they read. Both Pingle, Zwiers and Crawford (2011) feel Think-Pair-Share is an effective way to process information and help students increase understanding. Every week I select one picture book which I read each day and apply to a new reading strategy. The first day we usually retell so students understand what happened in the story. To scaffold and give

Comprehension is a complex and multi-faceted concept, but most researchers agree that the construction of meaning from text is a central component to reading (Lyon & Moats, 1997; Perfetti & Adolf, 2012). It occurs when the reader builds on one or more mental representations of the meaning of a text (Kintsch & Rawson, 2005). These mental representations are not only constructed at the lexical level (word identification), but also occur at higher sentence level involving syntactic processes. In understanding a text, the reader has to recognise the words, retrieve their appropriate meaning within the contexts, and construct phrases from words (Perfetti & Adolf, 2012). In other words, it is an active process in which the reader has to engage in an intentional and thoughtful interaction with the text (NICHD, 2000).

Third of strategy, Karlie learned was closed reading or text annotation. This type of strategy help Karlie really break down difficult text into smaller manageable pieces to understand. (She also really enjoy using a highlighter and jotting down her thoughts on the actual paper.) Karlie, felt “super smart,” when she was text annotating and at the end of the passage, she felt extremely confident in her comprehension of the text. This strategy helped Karlie to self-monitor her own

Following-up tasks in this stage, in addition to discussion, correction and continuous assessment, lead to skills integration, as students are equally exposed to the four skills; reading, listening as well as speaking and writing. These activities combine the fourth and fifth levels of comprehension, involving synthesizing the whole ideas in the text, thinking of similar situations or outcomes, and using topics in an original way to activate imagination. All these levels of comprehension are identified in Bloom’s Taxonomy and follow a hierarchal pattern. The basic stages should be completed first in order to go up in the pyramid to reach the next

Comprehension is a “construction process” because it involves all of the elements of the reading process working together as a text is read to create a representation of the text in the reader’s mind (¶1).

     Taberski (2011)  tells us that it is important that students need to go through several meta-cognitive strategies. These strategies will allow students to navigate through text and develop meaning within the text. Strategies should be implemented at a appropriate

Text comprehension is defined as ?demonstrating understanding of the text at the mental model level by generating inferences, interpreting, paraphrasing, translating, explaining, or summarizing information? (Otero, Lecentsn, & Graesser, 2014: p. 17). There are various studies based on the cognitive science illustrating the understanding of text in relation to its comprehension for children (Chambres, Izaute&Marescaux, 2002). Such studies develop theoretical models for the comprehension process and test the predictions of the model by collecting empirical data from readers (Readence, J & Barone, 1997). Growth in reading is considered one of the most successful undertakings for most of the students (Searfoss, 1997).

There are several types of cross curricular instruction that teachers can use in today 's classroom. Comprehension strategies are a very important concept in cross curricular instruction. In Chapter 12 of the Birsh text, Eileen Marzola quotes Gough (1996) and Torgesen (1998) to state that "two essential tools required for good reading comprehension are strong general language comprehension and accurate, fluent word-reading skills." Using these skills in different contexts is some time difficult for struggling readers.

That being said, comprehension is not just understanding the singular words that are being read, but being able to put them together, along with activating previous knowledge, make sense and develop meaning to the text. Essentially, when a reader is immersed and engaged in text, they are actively developing meaning to the text while formulating questions that may later be answered by the text itself.

In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching