The Understanding Of Reading Comprehension

Within mathematics instruction, strategies for solving basic operations are strong and systemic. However, students in the intermediate grades struggle with finding and using reliable strategies for solving word problems. The complexity of language that’s used in a mathematical context makes it difficult for students to have a confident approach. Therefore, action research is being conducted on how reading comprehension can be dove-tailed with word-problem-solving in an elementary classroom. Action research will be used to make a positive change in the

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.

Some English teachers might even argue that their content focuses more on rhetorical devices and composition rather than learning to read and write. Some teachers may say that they need to focus more on content than literacy strategies. However, simple literacy strategies can be taught that we will help students understand the content even greater. For example, a higher level literacy thinking skill is being able to properly label diagrams and maps. If a student cannot understand how to read a map of Europe they simple will not do well in a history class. Some teachers might not realize that they are teaching literacy skills by teaching a student how to read a map

To assist students to “read with purpose and anticipation,” Vacca et al. (2014, p. 173) suggests, in their book Content Area Reading: Literacy and Learning Across the Curriculum, that teachers need to “create an instructional context” that activates their students’ “prior knowledge” and helps them to become interested in a lesson. Throughout chapter six, “Activating Prior Knowledge and Interest,” Vacca et al. (2014, pp. 172-173) explain instructional strategies that can lead students to “read with purpose and anticipation.” This chapter presents the reader with a plethora of instructional strategies and means for applying them, along with example for real educators. As I journeyed through this chapter, I discovered many instructional strategies,

Roehrig, Pressley, and Sloup (2001) state that teachers should determine what strategies a student might be using when reading and then assist them in learning

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).

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

Kujawa, S., & Huske, L. (1995). The Strategic Teaching and Reading Project guidebook (Rev. ed.). Oak Brook, IL: North Central Regional Educational Laboratory.

REAL reading strategies can be used to remind students of how to read informational text. The strategies are:

In the article, Engaging All Students in Mathematical Discussion, it discusses four effective strategies in engaging children to think, discuss, and have a deeper understanding of mathematics. According to the article, the strategies are very important because there are moments where the student does not fully understand the lesson of the day or week because they are not fully engaged. The reason the students are not fully engaging is because the teacher teaching the lesson is not assigning a thinking level and/or listening role. The thinking level and listening roles are referred to as “taxonomies”, as in Bloom’s Taxonomy. In the taxonomies chart, it explains the purpose and how a teacher should be asking questions during the lesson or after.

The idea that students become more actively engaged when they are taught to use the strategies as a tool, which promotes talking about the text. Further researchers such as McKeon, Beck, and Blake (2009) argued that teaching students text content leads to better results on comprehension than teaching strategies, as content knowledge is more effective and essential than strategic knowledge. Importantly, including transformational strategy in instruction in multiple texts, in addition to further distal measures of the reading comprehension, can pave the way for rigorous assessment of long-term impacts of instruction in the learning

238-279) discusses many strategies for “developing vocabulary and concepts.” I learned about terminology that I was not familiar with and was surprised by the fact that I would be able to utilize these strategies in me future mathematics classroom. I have never associated reading lessons with lesson that take place in a high school math class. I now see that these activities can not only develop my students reading skills, but also assist them in succeeded in my classes. This chapter did leave me wondering if implementing these strategies has proven to be helpful in mathematics classroom or caused students grades to rise. The strategies presented in this chapter opened my eye further to the beauty of literature and how I can implement it into a mathematics class. Doing so will help my students to gain a better understanding of their textbook, while also changing the pace of my class for a

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

Within mathematics instruction, strategies for solving basic operations are strong and systemic. However, students in the intermediate grades struggle with finding and using reliable strategies for solving word problems. The complexity of language that’s used in a mathematical context makes it difficult for students to have a confident approach. Therefore, research is being conducted on how reading comprehension can be dove-tailed with word-problem-solving in an elementary classroom.

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