What Is Comprehension Monitoring And Applying Fix-Up

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Comprehension Monitoring and Applying Fix-up 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).…show more content…
The QAR consist of four types of questions, which require different skills to answer (Jones & Leahy, 2006). The QAR requires explicit instruction before implementing the strategy. The four types of questions of the QAR: • Right There-Answer found in the text • Think and Search-Answer found in the text in more than one place. • Author and Me- Make an inference • On My Own- Student’ access personal background to answer question. Story Structure Question generation Generating questions can be troublesome for students, as they are used to answering questions. However, generating questions is a comprehension strategy that improves reading, teaching asking questions to locate information and develop a deeper understanding (McLaughlin, 2015). McLaughlin (2015) provides several examples of teaching ideas in generating questions such as, Thick and Thin Questions, ReQuest, Paired Questioning, KWL, and Annotating Text (p. 135-144). Another example of a teaching idea in generating questions as suggested by Stricklin (2011) “Sentence starters offer guidance to students new to reciprocal teaching. Written on Index cards, sentence starters for each of the “Fab Four” strategies and metacognitive thinking may help in beginning group conversations as Stricklin (2011) explains: • Predicting—“I wonder...” or “I think that...” • Clarifying—“I was confused about...” or “I don’t understand...” • Questioning—“How...?” or “Why...?” • Summarizing—“The author wants us to know...” or
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