Strategies Of Improving Increase Reading Comprehension

Comprehension is also an important factor when speaking of literacy. Students should be taught the many strategies that will help them with comprehension and word recognition. In my experience in a first grade classroom I used many of these strategies. Within my lessons I included the activation of prior knowledge to construct meaning, the use of context clues in a sentence, pictures clues, predicting, and drawing inferences about ideas or characters in the text. I always made sure that I modeled the strategy for the student before they set of to do it.

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

Reading fluency is considered an integral component of the reading process and it has a big presence in the classroom. Its importance became evident since the National Reading Panel (2000) pronounced fluency instruction and assessment an essential and was thus incorporated into the reading First guidelines of No Child Left Behind in 2002 (Shelton, Altwerger, &Jordan, 2009). Reading fluency has been defined in many ways; an outcome of decoding and comprehension, a contributor to both decoding and comprehension, the ability to recognize words rapidly and accurately, the connections

What is Fluency? Fluency is the ability to read smoothly and automatically, with expression and attention to punctuation. Correspondingly, reading with sufficient accuracy and fluency supports overall reading comprehension.

Designing an individual intervention to increase reading fluency requires completion of assessments that will determine the child’s reading strengths and weaknesses. An inaccurate reader needs direct instruction on improving word recognition, which may include sight words and decodable words (which rules is the student not applying) at their instructional level. Once the goals have been established, in this case fluency, the intervention will begin with an introduction on fluency and word recognition.

A doctor once said ‘the more that you read, the more things you will know. The more you learn, the more places you’ll go’. That doctor was, of course, Dr Suess in his book 1978 book, I Can Read with My Eyes Shut!. Reading is the orchestration of many skills. It is much more than simply decoding words. The National Reading Panel Report (A Closer Look, 2004, p. 1) summarised a child’s reading process and teachers’ effective reading instruction into five essential components. These five critical elements are phonological awareness, phonics, fluency, vocabulary and comprehension. Each element is individually important; however, each cannot occur independently of one an other. The most effective way to teach these elements is through a balanced

How to improve one’s reading comprehension? First, one must know what reading compression is, plain and simple it is the act of understanding what is being read. “Learning how to read is probably one of the most important skills that a child will acquire in his/her lifetime” (Pardo, 2011). Though it may sound easy, many people have difficultly remembering and understanding what they read. “To become a successful reader, a child must be able to decode the individual words on the page and must be able to comprehend the text” (McNamara, 2007). To read effectively pick a subject that will be interesting, try to figure out

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.

Students need to know how to decode in order to be fluent, but often students need to be fluent in order to be able to understand what they are reading. Paige (2011) states that choral reading improves student’s decoding and oral fluency skills. When students are able to read word accurately, it helps students understand what they are reading. Students want to be read at a good rate, with accuracy, expression and intonation. Learning these skills helps students understand what they are reading and their audience understands what they are reading (Hasbrouck, 2009). Lastly according to Hudson, Lane and Pullen (2005) the skills of accurate reading, prosody, and automaticity relate directly to comprehension. If a student does not pronounce words accurately the students may understand the author’s intended meaning and misunderstand the text. If students have poor prosody it can lead to misunderstanding if students group together words in a way that does not make sense and it can lead to confusion. Last, if students are reading at a very slow, laborious pace it inhibits students from being able to construct meaning from the text because they are spending so much of their time trying to decode the words. Using these skills can help students spend more of their time trying to “make meaning from the text” and improve their

Fluency is an important key idea in reading.. Fluency means that students can read with at least 95% accuracy in identifying words and sounds. Fluency is important in reading because it will be used as a base in having students identify new words when reading. Fluency is not only important in reading, but in writing as well. When working with my tutee I have noticed that while she can read the text well, when it comes down to writing key words or vocabulary from the text she has trouble. She can correctly identify the sounds the word makes, but not spell them correctly. Fluency is important to master for new students, because then when they are reading new texts they can identify similar words and key phonemes.

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.

After the survey was over, Lucy was walked back to the class where she laid down and began to read a book right away.