Teaching Reading Comprehension And Comprehension

While all fields of academia possess some level of practical application, there remains an ever-important and all-encompassing skill which is needed to truly understand each subject: reading. Though literacy rates in the US near 100%, literacy unaccompanied by tools such as context, critical analysis, and sufficient skepticism can leave one lost in arduous texts and vulnerable to flawed arguments. This notion is rarely rejected by anyone at face value, rather, questions regarding the implementation and perceived importance of certain reading strategies alienates differing camps. Many attempts at mitigating the dilemma of subpar reading comprehension have been made, most notably, Daniel Willingham's proposed reform of early education, Michael

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

Teachers can help improve student reading comprehension by generating questions that get students to think about what the text means, and by

In the 1st grade class I observed a narrative comprehension lesson was taught with the students reading a story called “Let’s go fishing.” Research has shown that reading comprehension improves most when teachers provide explicit comprehension instruction to children (Cooter and Reutzel, 2015 p.247). I feel like this is exactly what this teacher accomplished in this lesson. There was no confusion among the students and they knew exactly what to do and what was expected of them. First, the students read the story to themselves then the teacher reviewed the book with the class. The teacher asked the students who the characters were in the story and the setting of the story. Students were randomly called upon and the teacher asked more questions.

One of the comprehension strategies that I noticed from Mr. Robertson was the use of modeling fluent reading. He as well used modeling when he showed his students how to use a graphic organizer to build upon the thinking happening in their notes. Another strategy that he used was whole group instruction, however, he used think, pair and share with his students when he gave them time to discuss what was happening within the story and build off of their own experiences and prior knowledge.

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

In 2011, the professional journal, Theory Into Practice, included an article titled, “Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools.” The authors, Allan Luke, Annette Woods, and Karen Dooley, focus on the issue of reshaping the reading curriculum, particularly comprehension, in diverse schools, such as low socioeconomic status and cultural minority. This article highlights a different view of comprehension and a new way to teach comprehension to diverse students to help them truly learn and grasp comprehension when reading. As I hope to become a leader, it is beneficial to learn about different curriculum developments and research the effects of the changes in different curriculums. I chose this article, because since I am a first grade teacher and I teach comprehension, I thought this may be helpful to me as an educator, as I could compare my curriculum of teaching comprehension to this article’s ideas of rebuilding their curriculum. In addition, I have students in my classroom that are diverse that could benefit from my new learning from the information in this article.

Students' comprehension of the text will be the dependent variable in this study. Comprehension will be measured using the student responses to the story questions. The questions and answers are coming from Benchmark Literacy. In this study, the students will not be given the opportunity to look back in the text to respond to any questions.

Furthermore, the first chapter also made me wonder why basal reading programs have had a renewed popularity. Chapter two made me wonder about how teachers ensure that students understand and use these two processes while also trying to prepare them for high-stakes testing like the STAAR test. In chapter three I wondered how a teacher ensures that students create a rubric that is meaningful to what is being scored. Also, I wondered how students reading two or more levels below grade level prepare for high-stakes

The research about the dialogic turn in research on learning and teaching to comprehend is a well done and extensive. It is a nice addition to the other researches conducted by Murphy et al. 2009; Pearson, 2010; Wilkinson & Son, 2010, who have argued that the over emphasis of comprehension teaching strategies practices by many teachers, had led to the sight loss loss of the key content within texts, that should enhanced authentic conversations.

The last component for the first read aloud session is comments and questions to support and extend the students comprehension. Due to the fact that young children are having difficulty engaging in analytical thinking, it's helpful if there's teacher modeling and questioning to help expand a child's comprehension. During reading, teachers should make comments that would promote the students analytical thinking by making inferences, predictions and the characters feelings, thoughts and motivation. After reading the book in its entirety, teachers should also ask why questions to help the child make inferences and questions to help broaden their explanations.

The theoretical framework is founded on the pretense that much has been written concerning the problems that many students have with the comprehension of reading materials, especially content texts--science, math, and social studies. Alexander (1988) suggested that these children may be those who have little trouble with their basal readers or trade books, yet are unable to derive meaning from what they read in content area textbooks.

Students having hard times in comprehending the thought of the text and what the author implies. It seems to be reading by words but not reading between the lines. It is important to know how comprehension plays an integral part in a manner of thinking and conceptualizing facts and ideas from the

The failure of students being able to read and comprehend what they are reading is a great concern for most schools. When students enter the fifth grade and are not on grade level, they are already behind their classmates. Teachers are then responsible for remediating the students to get them on grade level. Unfortunately, these same students are unable to keep up with on grade level standards teachers are required to teach, because they lack the skills needed. These students will continue to struggle throughout their education because they will not be able to catch up to their grade level. Many educators have realized there is a gap between fluency and comprehension. Because of this realization, special instruction such as guided reading and remedial teaching has been implemented.

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