The Importance Of Instruction For Reading Comprehension

Tyner’s Small-Group Differentiated Reading Model builds on each individual component and supports each of the other components. Each lesson of the model introduces new text for the students to read, interpret, comprehend, and synthesize. The re-reading of the text increases fluency, identification of sight words and their meanings, and comprehension

additional groups to work independently, reading at their own specific level. The roles of the teacher

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

The shared book reading program is a teacher-directed literacy program designed to allow the educator the opportunity to model developing comprehension, alphabetics, and general reading achievement skills. The program aligns with the CCSS in that is focuses on the development of comprehension, alphabetics, and general reading skills. Furthermore, the program’s flexible design allows the teacher to utlize formative assessment to create targeted lessons focused on group and individual achievement (Common Core State Standards Initiative, 2012).. Additionally, teachers are encouraged to use open-ended questions as well as student’s background knowledge to engage leaners during the lesson. The program encourages the use of quality trade literature

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.

Subsequently, the way it works is instructional groups are assembled led by the teacher and based on data gathered on the student along with observations made by teacher. Students needing similar instructional support are grouped together. The focus and type of reading skills vary according to the students skill level, and the needs of the students determine how long the group will meet. Most of the time, Differentiated Instruction is taught within a 90 plus reading block with the use of one curriculum as a guide and then small cooperative and independent reading groups are used to develop reading

Response: The variables being examined are close reading strategies, reading comprehension, self-efficacy, progress monitoring and classroom participation and engagement. The intervention, Read 180 is a model designed around small group instruction and was used to target specific reading deficits and monitored reading, writing and spelling improvement as well as independent reading time. Students were assessed at the end of the nine week period with the Scholastic Reading Inventory to measure any Lexile gains.

As the American education system works to facilitate changes to improve the success of students, much attention has been given to the importance of reading instruction. The decline of reading scores across the country has called for researchers to investigate the reading process and decipher which methods best promote successful reading. Alan Kamhi (2009) stirred a variety of reactions after authoring The Case for the Narrow View of Reading, in which he argues that poor reading skills stem from the American education system combining word recognition and comprehension into a single unit, and from a lack of acquiring content knowledge in other academic areas. Kamhi argues that teaching instruction in reading should focus solely on word recognition while

Reading comprehension is the ability to read the text, process what you just read and then be able to understand what you read well enough to explain it to a fellow peer clearly and precisely. Reading comprehension is a link in the chain that is the five pillars of reading instruction. The first pillar being phonemes, second is phonics, third and fourth is fluency and vocabulary and finally the fifth is comprehension. It’s the caboose of the pillars you might say. While all of the pillars are vital to the ability to read I’ve witnessed many children able to read efficiently and fluently, but not able to explain what they just read. Those children did not suffer from ADHD, and if some of them struggled with comprehension it makes you assume that kids with diagnosed ADHD will most likely have an even harder time. According to Kaprea Johnson, “The ability to read and comprehend is a major milestone in a child’s life and has long standing effects throughout the lifespan” (Johnson, 2013, p. 98). With that being said, the importance of reading comprehension is pretty clear.

An example of this is demonstrated when a special educator or paraprofessional teaches the students how to develop their comprehension skills. Comprehension skills are initially developed with instructors placing emphasis on key elements of content with study guides and notes incorporated into the reading subject matter by the teacher. Words that are significant in relation to the context of the reading subject are in bold letters and captioned with pronunciation descriptions to assist with comprehension. The special educator or paraprofessional repeat instructions as needed, speaking slowly and using simple sentence structure whenever possible. Additionally, A teacher or aide's assistance is supplemented by them asking questions pertaining to the content that is read on each page, and holding an individual discussion stemming from the questions concerning the reading.

Reading is one of the most beneficial activities a man can do. Out of reading, man can be able to discover new things, concepts, places and people. More so, reading is a way to relax our mind and soul, going deeply through the world of story and improves our thinking and internalization process.

It has been widely documented that most children effortlessly acquire basic reading and writing skills in the elementary grades that serve as the foundation for literacy accomplishments in middle school and beyond (Geiss, 2012, p. 60). These basic reading skills include phonological awareness, which is the ability to identify letter sound correspondences, phonemic awareness, which is the ability to consciously manipulate sounds in different ways such as segmenting, blending and deleting sounds, reading fluently with accuracy, the acquisition of new vocabulary, which is the ability to recognize words’ meanings in written texts, and reading comprehension, which is the ability to construct meaning from sentences, paragraphs, and longer texts (National Reading Panel, 2000). Students who are eligible for special education services under the specific learning disabilities category, are more than likely eligible due to a difficulty in reading. Even though most children acquire these skills naturally, there are still some students that present difficulties or significant struggles with basic reading skills and reading comprehension.

Through a balanced approach, educators make decisions on individual student’s literacy needs and select appropriate instructional activities with the goal of developing, value, comprehension, and enjoyment of reading (Cowan, as cited in National Education Psychological Service [NEPS], 2015, p. 8). However, research concludes there is no definitive description of what a balanced approach to literacy means and they all have similar elements. To put it another way, effective educators of reading instruction offer a print-rich balanced reading program that incorporates explicit and systematic instructions in concepts of print, phonemic awareness, phonics, fluency, vocabulary, and comprehension. These reading skills develop as educators model and scaffold engaging activities, for instance, read aloud’s, shared, guided, and independent reading, rhymes, and songs. These activities are the underpinnings of a successful literacy program (Winch, Johnston, March, Ljungdahl, & Holliday, 2006, p. 155). A balanced reading approach also provides students opportunities to repeat and practice skills as educators observe and assess student’s abilities. Therefore, educators must explicitly instruct literacy skills from foundation to year twelve because they are essential to academic growth.

According to Thompkins (2016) comprehension is the purpose of reading, students need to understand and enjoy what they are reading to learn from it. It’s the creative process of activating prior knowledge, to explore and apply what is read. For example, if students need to know how to play a new board game, they read the instructions for direction. Comprehension implies different levels of thinking: from literal to inferential, then critical and evaluative. Literal is the first level of comprehension, where the reader connects with the text, examine it and capturing the details, main ideas, similarities and differences, is the what, why, who, when, how process. Prior knowledge is building during this level. Instead the inferential level

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