ACME
01-06-2010, 03:56 PM
.
Teaching Reading Comprehension Strategy
Reading comprehension is an interactive process between the writer and reader, with the expression and reception of meaning as the primary goal of both parties. A writer expresses his or her thoughts, ideas and feelings via the written word, and hopefully, this writing effectively expresses this intended message to a potential audience (i.e., a reader). The readers should actively think about what they are reading prior to, during and after the act of reading. A reader's understanding of this reading will be affected by the comprehension strategies they are utilizing, their background knowledge and experiences with the topic of the passage being read, and a reader's interest in this topic. A teacher can provide students with a variety of reading materials, utilize a variety of reader response activities, and provide both the time to read as well as some motivational readiness activities, and still some students will not read beyond a most basis level of understanding. These are the students for whom the technique of comprehension strategy lessons is intended. Effective readers read with understanding, and need to be challenged and provided with feedback. However, effective readers do not need specific direct-instructional lessons aimed at helping them become strategic readers, since they are already utilizing effective comprehension strategies.
Comprehension strategies are tactics or procedures which effective readers utilize to interact with written text, and to understand this writing on a literal, inferential, critical and creative level. Effective readers employ such strategies automatically prior to reading, as they read and once they have finished reading. This automaticity is critical if students are to progress to a higher level of comprehension (e.g., inferential, critical and creative). Effective readers understand the dynamics of the comprehension process (e.g., word identification, background knowledge and experience, interest and purpose in/for reading).
Comprehension strategy lessons occur within three time frames in an instructional frame of reference. Teachers need to engage students in the process of comprehension
Pre to, While and Post readings. At some point, a student needs to be able to utilize these strategies effectively on his/her own, These three time frames, along with certain of the goals within each of the guidelines, are as follows:
Pre- Reading -- Prior to reading
A teacher needs to introduce a process model of the strategy, and demonstrate how/when/why this strategy should be utilized by a student. A teacher might also decide to include specific background knowledge or experiences, as well as any critical vocabulary or concepts, which would help a reader fulfill his/her task of reading for meaning during the next time frame. Prior to reading, a teacher might provide an overall purpose for a student's reading, as well as specific advance organizers (AOs) to guide the initial silent reading.
While- Reading
A teacher should monitor the silent reading of the students, providing assistance only when requested by a particular student. Monitor for over signs of frustration, enjoyment, and on/off-task behaviours.
Post- Reading
A comprehension check is undertaken here, utilizing the overall purpose and AOs as the initial discussion starters. The teacher needs to utilize on-going questioning to try and elicit additional responses from the students. These questions are a way of probing for a deeper understanding on the part of the reader. Follow-up activities (NOT isolated worksheet activities) can be utilized now to encourage the students to utilize their newly learned comprehension strategy, which was introduced in the process model, initially utilized by the student while reading, and now can be utilized again in a new and different context.
:smile (39)::smile (39)::smile (39):
.
Teaching Reading Comprehension Strategy
Reading comprehension is an interactive process between the writer and reader, with the expression and reception of meaning as the primary goal of both parties. A writer expresses his or her thoughts, ideas and feelings via the written word, and hopefully, this writing effectively expresses this intended message to a potential audience (i.e., a reader). The readers should actively think about what they are reading prior to, during and after the act of reading. A reader's understanding of this reading will be affected by the comprehension strategies they are utilizing, their background knowledge and experiences with the topic of the passage being read, and a reader's interest in this topic. A teacher can provide students with a variety of reading materials, utilize a variety of reader response activities, and provide both the time to read as well as some motivational readiness activities, and still some students will not read beyond a most basis level of understanding. These are the students for whom the technique of comprehension strategy lessons is intended. Effective readers read with understanding, and need to be challenged and provided with feedback. However, effective readers do not need specific direct-instructional lessons aimed at helping them become strategic readers, since they are already utilizing effective comprehension strategies.
Comprehension strategies are tactics or procedures which effective readers utilize to interact with written text, and to understand this writing on a literal, inferential, critical and creative level. Effective readers employ such strategies automatically prior to reading, as they read and once they have finished reading. This automaticity is critical if students are to progress to a higher level of comprehension (e.g., inferential, critical and creative). Effective readers understand the dynamics of the comprehension process (e.g., word identification, background knowledge and experience, interest and purpose in/for reading).
Comprehension strategy lessons occur within three time frames in an instructional frame of reference. Teachers need to engage students in the process of comprehension
Pre to, While and Post readings. At some point, a student needs to be able to utilize these strategies effectively on his/her own, These three time frames, along with certain of the goals within each of the guidelines, are as follows:
Pre- Reading -- Prior to reading
A teacher needs to introduce a process model of the strategy, and demonstrate how/when/why this strategy should be utilized by a student. A teacher might also decide to include specific background knowledge or experiences, as well as any critical vocabulary or concepts, which would help a reader fulfill his/her task of reading for meaning during the next time frame. Prior to reading, a teacher might provide an overall purpose for a student's reading, as well as specific advance organizers (AOs) to guide the initial silent reading.
While- Reading
A teacher should monitor the silent reading of the students, providing assistance only when requested by a particular student. Monitor for over signs of frustration, enjoyment, and on/off-task behaviours.
Post- Reading
A comprehension check is undertaken here, utilizing the overall purpose and AOs as the initial discussion starters. The teacher needs to utilize on-going questioning to try and elicit additional responses from the students. These questions are a way of probing for a deeper understanding on the part of the reader. Follow-up activities (NOT isolated worksheet activities) can be utilized now to encourage the students to utilize their newly learned comprehension strategy, which was introduced in the process model, initially utilized by the student while reading, and now can be utilized again in a new and different context.
:smile (39)::smile (39)::smile (39):
.