Comprehension Strategies For An Effective Reading Program Essay

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

Recently, according to Lucero & Montanero (2012) in their article Rhetorical structure and graphic organizers: effects on learning from a history text research on reading comprehension has evolved from not only strategy teaching to the analysis of activities to promote constructive learning (Lucero & Montanero, 2012). In order to comprehend an academic text, readers are required to consistently evaluate, elaborate and review text information. These types of inferential activities will promote an active role in the student 's task and in turn improve the quality of the process. This aligns perfectly with the basic definition of inquiry learning. Again, this supports how teaching nonfiction reading strategies early on to elementary students will help them be successful within an inquiry based learning system. Lucero & Montanero (2012) suggest that some of these engagement activities teachers could use are summarizing, asking and answering text-based questions , thinking aloud during reading and designing graphic organizers to aid student comprehension (Lucero & Montanero, 2012).

Throughout the eighth grade year, my reading comprehension and analysis skills have dramatically strengthened. First, my reading comprehension abilities have strengthened over the year because of the strong vocabulary that filled the books I read. The books that used advanced terminology were Lord of the Flies, Fahrenheit 451 and Twelfth Night. Whenever I read a word I didn’t understand in these novels, I always searched for the definition. By using this effective reading strategy, I was able to strengthen my vocabulary while receiving a complete comprehension of the novel being analyzed. Lord of the Flies, Fahrenheit 451 and Twelfth Night were both challenging novels to read because of their sophisticated vocabulary. However, these challenging

Strategic readers monitor their thinking and recognize when errors are committed but they also know what strategy to use to correct the error. For example, they may need to reread the text to make sense, use context clues to understand unfamiliar words. No matter what the obstacle is, a fix-up strategy is applied. The K-W-L is a well- known teaching technique to assist in the monitoring strategy. The K-W-L chart provides the teacher and students opportunity to participate in discussions before, during, and after reading. It helps the student to ask and answer questions, identify the main idea and detail, and summarize the text (Santoro, Baker, Fien, Smith, and Chard, 2016 p. 284).

After presenting the data from content area diagnostic and district level assessments, as well as pertinent research related to this topic, the team expressed their interest and motivation to help close the achievement gaps in reading comprehension. In addition to our team, district level specialists and outside vendors have been contacted and will provide support and their expertise relating to improving student reading comprehension

* Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660), (ACARA, 2012). Learning to read is essentially learning to decode and understand the words/language written in the story and to construct meanings from those words (literacy) (Nicole & Roberts, 1993). The more language the children (and adults) hear and read the more developed their vocabulary will become (Snow, Burns & Griffin, 1998, Nicole & Roberts, 1993, Anderson et al, 1985). Reading fluency is enhanced with an enlarged

1. What strategies do I use before I read or view a text? How do they help me understand the text?

When Grace was asked comprehension questions during our first tutoring sessions, she was able to correctly answer comprehension questions by looking back at the pictures, but not based on what she had read. To improve her comprehension, tutoring sessions were used to help Grace become a purposeful and active reader. Before reading any books, she was asked to look at the cover of the book and to make connections with the book to things in her own life. She was then asked questions about the book and asked to make predictions on what she thought would happen in the book. After reading the book, Grace was asked to confirm or refute her predictions. Through working together to understand the books, making connections to the books, and looking for predictions, Grace is now able read a book with few pictures and correctly answer comprehension questions correctly more than 80% of the

As an educator, I will concentrate on strategies that promote collaboration, cooperation, and communication. I will concentrate on reading strategies that help students comprehend what they read. Reading strategies such as, the before, during, and after reading strategy can be used for reading comprehension. I can use this reading strategy the first time a new story is read. Before reading the story, I can preview the story by discussing the topic, using key vocabulary words, activating the student’s prior knowledge, and setting the purpose for reading. During the reading passage, I will stop and use context clues to help students

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).

Baseline measures of reading comprehension was conducted when intervention begin. According to the Mean scores on Comprehension quiz in each phase, the baseline results of two participants were 2.5(31%) and 2.1(26%). During the self-questioning training phase, both students increased to 7.2(90%) and 6.8(85%). Maintenance and generalization phases were administered to the students 3 to 6 weeks after the self-questioning phase. At generalization phase of intervention test, both students scored 8.0(100%) and

The accomplishment of successful literacy skills requires the use of direct and explicit instructional strategies by teachers in reading comprehension and across all content areas. Kamil, Borman, Dole, Kral, Salinger and Torgesen (2008) maintain that when teachers provide direct and explicit teaching and modelling of a strategy there is

The reading comprehension strategy that I chose for this activity is the think-alouds strategy. The book discusses this strategy as “verbalizing their thoughts while reading orally” (Vacca, Vacca, Mraz. 2013). This strategy is wonderful in helping students better understand the content by using think-alouds. Think-alouds allow teachers to see how students minds are thinking with oral responses in a discussion about the meaning of specific text. The research that I found from Reading Rockets suggests that a few benefits of having think-alouds in the classroom is that it not only teaches students to reread sentences but also to slow down when reading to better comprehend the material. This method can be applied to not only one subject area such

Reading comprehension at a knowledge level is a complex task. Reading comprehension instruction that attempts to move students beyond the knowledge level to a place of true understanding is daunting at best and not something that can be left to guess work. A review of current literature in