Which Comprehension Strategies Are Most Effective?

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

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).

* Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660), (ACARA, 2012). Learning to read is essentially learning to decode and understand the words/language written in the story and to construct meanings from those words (literacy) (Nicole & Roberts, 1993). The more language the children (and adults) hear and read the more developed their vocabulary will become (Snow, Burns & Griffin, 1998, Nicole & Roberts, 1993, Anderson et al, 1985). Reading fluency is enhanced with an enlarged

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.

Luke, Woods, and Dooley start the article by describing what comprehension is. They identify comprehension as, “a cognitive, but also social and intellectual, phenomenon, and that narrow understandings of comprehension are insufficient for literacy education for diverse and

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.

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

My first strategy for comprehension will start with a graphic organizer themed as a prediction game incorporating the mystery and suspense genre. It will be played throughout the entire reading session. The students will be divided into groups and each unit is considered a detective station. The students will receive clue sheets (graphic organizer), used to record clues provided in story to solve the little’s girl’s disappearance. No group can disclose their finding until the book is entirely read. ELL and ESE students will be paired with a reading buddy within their station for support. Following this approach, I will enhance the investigative fun by including a “word detective” vocabulary graphic organizer. Students will enter new vocabulary

An article presented by Dale H. Schunk and Mary Jo Rice presents information about reading comprehension strategy’s and their outcomes. Through their work, it was proven that reading comprehension strategies promotes positive outcomes. The students were given a task to find the main idea in a story. The students were assessed before and after the instruction were given. Rice and Schunk (1992) used remedial fourth and fifth grade students to illustrate the positive outcomes of strategy and reading comprehension. In addition to

That being said, comprehension is not just understanding the singular words that are being read, but being able to put them together, along with activating previous knowledge, make sense and develop meaning to the text. Essentially, when a reader is immersed and engaged in text, they are actively developing meaning to the text while formulating questions that may later be answered by the text itself.

Teaching Comprehension to Emerging Readers: Strategies Employed in the Traditional Classroom Can Be Effectively Adapted for the Cyber Classroom

Using direct and explicit instruction for students is the view of teaching in this textbook and the strongest way to teach comprehensions strategies to students at each level.

As previously stated, there has not been a large amount of study conducted in regards to reading comprehension in a social studies classroom. The lack of research into this area could, in-part, be blamed on the assumptions of secondary teachers believing that elementary teachers have provided the proper reading instruction that would prepare their students to be adept and strategic readers (Bintz, 1997). Assumptions are easy to make, and, it humbles me to say, that this study has cured me of my own assumptions regarding the students’ knowledge in regards to taking notes and creating outlines. According to Doty et al. (2003), students can build meaning from text by forming plausible connections between the information they are reading and any prior knowledge they may have on the topic. Sometimes, as was discovered in this study, there is no prior knowledge to use in deciphering the text. What can a student do if they have no prior knowledge of the topic they are reading? What if they are reading the text, but not understanding what they are reading?

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