Comprehension Essay

percentile. This shows a need for fluency instruction and possibly a reason why students struggle in the area of reading comprehension. I administered the fifth grade level passage of the words per minute assessment, all of my students were reading at an independent level, but struggle to read the text fluently, thus affecting their comprehension. Most of the students scored 3/5 on comprehension part of the assessment. Based on this data it is clear that my students need some aspects of fluency instruction

Teaching Reading: Fluency and Comprehension The Common Core State Standards place importance on the ability for students to understand and analyze key ideas in text. Students who have reading fluency are able to read text at a steady rate, summarize supporting details, and analyze different points of view. To assess a student’s fluency rate, teachers can measure WCPM, the words read correctly per minute in 2-3 grade-level passages. To assess reading comprehension, teachers can ask students to read

What is reading comprehension? Comprehension is the “process of simultaneously extracting and constructing meaning through interaction and involvement with the written language” (Snow, 2002, p.11). Knowing different reading strategies is a great way for students work on building their comprehension skills. “Comprehension strategies are conscious, deliberate, and flexible plans readers use and adjust with a variety of texts to accomplish specific goals.” (Dole, Duffy, Roehler, & Pearson, 1991; Lenski

Class Observation and Report I met the instructor before class to discuss overall goals as well as goals for that day’s lesson. The overall goal of the course is to improve reading comprehension skills, increase math problem solving skills, and develop a strong ability to combine the two and further discussion skills. The goal of that day’s lesson was to work on reading strategies: scanning, identifying main ideas, and understanding details of different math word problems and equations. The instructor

ADHD and Comprehension Problem Statement There is a general problem in providing effective reading comprehension support for students labeled with ADHD. Despite many programs and modifications in place for students labeled with ADHD to become as successful as their unlabeled peers, recent studies have demonstrated that students labeled with ADHD continuously fall short of their peers in many facets of reading comprehension. This problem has negatively impacted students labeled with ADHD in a multitude

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

Module 4: Supporting Comprehension of Content Essential Questions: 1. Why do pre-reading strategies that activate prior knowledge and raise interest in the subject prepare students to approach text reading in a critical frame of mind? I believe pre-reading strategies give students confidence that can lead to self-efficacy. Self-efficacy is a way for a student to think in an “I can” way. When students have prior knowledge of what is being read, they can reflect on the text being read in a more

1. What is the impact of vocabulary knowledge on comprehension? If students are focusing all of their time on trying to determine the meaning of a single word then they are not able to keep their attention on comprehending the text in its entirety. Teachers support students’ comprehension by teaching vocabulary that is integral giving meaning to the text. Students need multiple interactions with seeing and using the words. The best way to build this vocabulary is by relating the new words to

Making Inferences WHY: Purpose of Lesson: The purpose of this lesson is to introduce students to the reading comprehension strategy of inferring. The students will learn how to use textual evidence combined with their own background knowledge to make inferences about various aspects of a text including characters, setting, theme, and plot. Common Core State Standards: • CCSS.ELA-LITERACY.RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences

Lesson Overview: Comprehension is one of the five essential components of reading. Through modeling and independent work, students will become aware of the importance of identifying and understanding essential story elements. Students will demonstrate their comprehension through the use of a graphic organizer as well as a class discussion. Standards, Objectives and Assessments State Standard 1.RL.1 Ask and answer questions about key details in a text. 1.RL.2 Retell stories, including key details