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understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have. After reading, they check their understanding of what they read. Students may use several comprehension monitoring strategies: • Identify where the difficulty occurs "I don't understand the second paragraph on page ...
ses. Teacher reads the text with the pupils. (Text 1 Mer. ury)During Reading – Create questions as the text is read.After Reading – Show prepared ‘ideas’/concept map (Text 2) and. draw connecting lines with explanatory notes along the lines. Explain that one. idea’.2 Try (Collaboratively with the support of pe.
Clarifying belongs to a set of reading strategies called Collaborative Teaching, but it can also stand on its own. Clarifying is an umbrella term for a set of cognitive strategies that students can use to identify where they have comprehension difficulties and how they can get at the meaning of a word, phrase, sentence or passage.
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- Monitoring comprehension. Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to “fix” problems in their understanding as the problems arise.
- Metacognition. Metacognition can be defined as “thinking about thinking.” Good readers use metacognitive strategies to think about and have control over their reading.
- Graphic and semantic organizers. Graphic organizers illustrate concepts and relationships between concepts in a text or using diagrams. Graphic organizers are known by different names, such as maps, webs, graphs, charts, frames, or clusters.
- Answering questions. Questions can be effective because they: Give students a purpose for reading. Focus students’ attention on what they are to learn. Help students to think actively as they read.
Reading comprehension is a critical component of learning as students advance through school and engage with a range of subject-specific concepts and ideas. Content area teachers can support students’ development in reading comprehension by using a cohesive set of instructional practices, such as STRIVE. References and Further Reading 1.
In contrast, poor readers “just do it.” 14. The strategies employed by good readers to improve understanding are called “repair” or “fix-up” strategies. Specific repair strategies include rereading, reading ahead, clarifying words by looking them up in a dictionary or glossary, or asking someone for help. 15.
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approaches to teaching reading comprehension reinforce this view.4 Comprehension has typically been taught through the use of strategies such as “find the main idea” “m, ake a prediction,” or “mon-itor your comprehension.” These strategies are taught and practiced in order to gain automaticity, much like what is done with other skill-
