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Jul 26, 2024 · 1. Establish a purpose for reading. Reading comprehension starts before students open a book. Teach students to set a purpose for reading, weather that’s to enjoy a story or to answer a specific question. Having a purpose helps students focus on the most important information and sift out less important details. 2.
- Read a lot with your students. I was never told by my English Education professors that 1) my students might not like the process of reading and comprehension 2) my students would usually be way behind grade level 3) my students may think they are naturally bad readers.
- Read varied texts. If you are anything like me, you love literature. That may be why you became a teacher. You fell in love with the poems of Langston Hughes, the short stories by Edgar Allan Poe, or novels by Jane Austen.
- Have multiple readings within your instruction. My hubby, an intensive reading and comprehension teacher at a school where only 20% of students are at grade level, reads A LOT with his students.
- Move students around for optimal learning. This strategy for reading and comprehending involves a bit of classroom management. Students don’t have a right to sit wherever they want.
- 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.
Aug 28, 2023 · Normalizing rereading to build understanding, especially when encountering a very complex content area text or unfamiliar genre, is welcoming work for readers who may not be confident in their skills. While I teach in 90-minute blocks, reading times can be adjusted for 20-minute reading periods daily or a few times per week.
- Decoding. Perhaps it is a truism, but students cannot understand texts if they cannot read the words. Before they can read the words, they have to be aware of the letters and the sounds represented by letters so that sounding out and blending of sounds can occur to pronounce words (see, e.g., Nicholson, 1991).
- Vocabulary. It is well established that good comprehenders tend to have good vocabularies (Anderson & Freebody, 1991; Nagy, Anderson, & Herman, 1987). This correlation, however, does not mean that teaching vocabulary will increase readers’ comprehension, for that is a causal conclusion.
- World knowledge. Reading comprehension can be affected by world knowledge, with many demonstrations that readers who possess rich prior knowledge about the topic of a reading often understand the reading better than classmates with low prior knowledge (Anderson & Pearson, 1984).
- Active comprehension strategies. Good readers are extremely active as they read, as is apparent whenever excellent adult readers are asked to think aloud as they go through text (Pressley & Afflerbach, 1995).
Top. Effective comprehension instruction is instruction that helps students to become independent, strategic, and metacognitive readers who are able to develop, control, and use a variety of comprehension strategies to ensure that they understand what they read. To achieve this goal, comprehension instruction must begin as soon as students ...
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Mar 29, 2017 · Another limitation of the current study is that we were not able to control for reading-related and teaching-related characteristics (e.g., verbal cognitive skills or self-reported reading behavior, prior knowledge of reading strategies, and experience with teaching reading in the student’s own former primary school lessons; see Behrmann, Kizilirmak, & Utesch, 2014). In future studies, these ...
