The Importance Of A Theoretical Frame Work On Reading Comprehension Of Readers Essay

This chapter covers the background and rationale, statement of the opportunity, purpose, research questions, nature of the study, definition of key terms, the significance of the study, assumptions, and limitations. It also covers the scope, worldview and theoretical foundation depicting the logical path of the research study.

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.

The purpose of this study is to evaluate the effectiveness of the Comprehensive Instructional Sequence when decoding complex text on students’ reading comprehension. Two groups of students were selected: one group used Comprehensive Instructional Sequence to decode and scaffold text; the other group used the previous classroom methods in which there was no continuity. Students were measured using State of Florida progress monitoring tests in which reading comprehension and Lexile were measured. Students in the experimental group were taught using the Comprehensive Instructional Sequence for four weeks. Analysis has yet to be determined. Therefore, the findings are unable to be reported. The abstract will be updated when the study period

Reading comprehension is often difficult for students with dyslexia because of continuing demands on orthographic decoding in combination with limited working memory (Special Education Support Service, 2011). Teachers can develop structure which encourages students to have better comprehension strategies to help with their reading. A structure which a teacher could use would be to use oral language to discuss the material, asking questions such as “What was the title? who were the characters?, and what was the main part of the story?” can help students with comprehension strategies. Reid points outs that often students get lost in the decoding tasks and comprehension is a secondary role. It is important to provide prompts to encourage and promote comprehension (Reid, 2013). Learning this way allows students to organise the information into components such as characters, story and ending. This will help the student retain information for new

This research paper is aimed at highlighting certain text features and methods of reading comprehension. It is based on qualitative research carried out through various scholarly articles and educational reports. A brief overview is presented to highlight recent research on the topic and presents various factors, such as level of interest and their effect on comprehension in reading. The relationship between

The authors decipher the most useful 15 principals that will help guide reading instruction for educators. For example, Principal 13 is the process of encouraging self-direction and self- monitoring. The authors clarify how good readers are able to decide when they don’t understand a passage, and are able to figure out ways to better decipher the material. It is evident that principal 13 is extremely important for us as educators to use when teaching our students. Self-direction, and self-monitoring are important because they help teach the reader that it’s okay to not understand what they have read. It pushes them to reevaluate what they read, make inferences, and figure out a way to break down the passage on their own in order to better understand it. This is important for the students as they grow because they’ll be able to read difficult passages, and self-direct themselves to decode it. Furthermore, Principal 13 teaches readers how to go on, and figure it out themselves, to ultimately expand their cognitive thinking. Even for adults, there are readings that may need to be broken down for them to better understand. When, and if taught Principal 13 as a child, they can clue in on that skill they learned, and break down the difficult parts of the reading. In conclusion, Principal 13 is important for overall student growth as a

During the past few months, I have been shown, by this course a variety of different reading strategies that can help me read at a daily bases. The strategies in this course consist of five levels of thinking. The first level is to acquire information or knowledge. Second level is to understand and comprehended what you acquired. Third level apply the knowledge that you acquired. Level four to analyze the information. Finally the fifth level is to evaluate the information. Each of these levels has different reading strategies that help the reader to become an active reader and that is my goal in this class. In this paper I am going show the different types of reading strategies covered in this course by using a pyramid with five levels of thinking

Comprehension and responding to literature are used to help learners grasp the concept of the information or text to make meaning. Allowing them to draw from their prior knowledge eventually building on what they already know. As learners read they should make meaning of the text, while the teachers encourage learners to use various strategies along the way. “ With the educator observing and noting how the learner is processing text, occasionally providing guidance in use of reading strategies.” According to Bainbridge & Heydon( 2013, p. 277). However this paper consist of choosing an appropriate book to conduct a read aloud, choosing two comprehension strategies, reflecting on my teaching, saying why I chose the strategies, describing the read aloud experience, saying how the responding to literature went and explaining how the activity strengthen comprehension.

Since the reading movements of the 1980’s and 1990’s, many different theoretical perspectives on teaching reading have been proposed. This paper will examine and discuss major themes, issues, and influences derived from theoretical perspectives on reading instruction that have been proposed since the 1980’s. This paper will also examine four articles related to themes and issues taken from the State University library about reading instruction. The author will relay these articles from the library; to current classroom and personal experiences.

Fluency is another key component of reading, because fluency has often been referred to as the “bridge” between phonics (decoding) and comprehension. According to Hudson, Lane and Pullen (2005) fluency is “one of the defining characteristics of good readers, and lack of fluency is a common characteristic of poor readers” (Hudson, Lane & Pullen, 2005, p. 702). Fluency is made up three different components accuracy, rate and prosody. Rate refers to the speed or pace at which a student reads. Students should be reading at “just right pace” not too fast or too slow. This helps students free “processing space” for students to determine the meaning of a text. If student spends the whole time reading struggling to decode the text, their brain does not have enough “processing space” for comprehension. If students read too fast or too slow they are concentrating more on the words than the actual meaning of the text. Accuracy is reading the passage with little to no errors in text or meaning, this one reason why students must be able to decode words accurately. Lastly, prosody refers to the student’s ability to read with expression. Students must pay attention to punctuation in a text and taking pauses, and influcation when appropriate (Hudson, Lane & Pullen, 2005 & Rasinski, 2004). According to Rasinski (2004) fluency is an important factor contributing to student’s reading success.

Reading can be challenging, and most students struggle with it. Evidence has shown that reading strategies is an important aspect between K-6. For some readers they can pronounce the words but the idea of comprehension can be quite challenging for them. Yet they are readers that cannot decode what they are reading. They find it difficult to make meaning of the sentences which brings us to why reading strategies are very important between K-14.

Comprehension strategies are used as part of an effective reading program to teach students how to monitor their understanding of what they have read. Additionally, students learn where and how to implement these strategies to derive meaning and clear up any areas of text that are confusing. These strategies help students monitor their understanding of the text by making predictions, attaching the content to prior experiences, and asking questions about the text to deeper their understanding (Reading Rockets, n.d.). When students understand what they read, they can summarize or retell facts or stories from various genres (Reading Rockets, n.d.).

Many studies have been conducted to distinguish extensive reading from intensive reading. For instance, Uden (2003) states that extensive reading imitates reading in the first language in the way that its key elements are purpose and pleasure. It is based on easy material that is chosen by the learner to build language fluency and. ER allows learners to process language faster and improves comprehension. While, intensive reading refers to the careful reading of the material with the goal of complete and detailed understanding. Moreover, it is associated with the teaching of reading in terms of its components skill, i.e. distinguishing the main idea of the text, reading for gist.

Text books are a source to develop reading skill. The words in the text books create a sense among the students to understand written materials other than their text books. So students practice and this practice develops their reading skill gradually and the words of text books are helpful to develop reading. Stephen Gramley and Kurt – Michael Patzold (2004, P. 91) assert that only the choice of vocabulary and use of syntax remain as elements of style which may contain hints as to region, class, sex or age. It is a fact that foreign learners do not have enough number of words through which they can express their meanings.

Before a student can even begin to understand how to read expository content within a text book, they must first begin to read meaningfully and they reasons behind why they read. Reading is not just for entertainment, it is also used to acquire information. Reading any form of text opens its audience, the reader, to the world without them having to buy a plane ticket or putting them in dangerous situations to gain firsthand experience (content within storybooks or novels). Reading opens one’s “cognitive eye”. Once a tolerance for reading is achieved, students can gather information from every text that they read, whether fact or fiction.