When You Derive Meaning From What You Read
Comprehension: The Goal of Reading
Comprehension, or extracting meaning from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may not appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must clarify it, internalize it and make it their own.
In order to read with comprehension, developing readers must be able to read with some proficiency and then receive explicit didactics in reading comprehension strategies (Tierney, 1982).
Strategies for reading comprehension in Read Naturally programs
General Strategies for Reading Comprehension
The process of comprehending text begins before children can read, when someone reads a flick book to them. They listen to the words, see the pictures in the book, and may commencement to acquaintance the words on the page with the words they are hearing and the ideas they represent.
In order to learn comprehension strategies, students need modeling, practice, and feedback. The key comprehension strategies are described below.
Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that will help them to sympathise the text they are nigh to read. This provides a framework for any new information they read.
Predicting
When students make predictions nearly the text they are nigh to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they proceeds more data.
Identifying the Chief Idea and Summarization
Identifying the master thought and summarizing requires that students make up one's mind what is important and and so put it in their own words. Implicit in this procedure is trying to understand the writer's purpose in writing the text.
Questioning
Asking and answering questions well-nigh text is another strategy that helps students focus on the pregnant of text. Teachers tin can help by modeling both the process of asking skillful questions and strategies for finding the answers in the text.
Making Inferences
In guild to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.
Visualizing
Studies have shown that students who visualize while reading have improve recall than those who practice non (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.
Strategies for Reading Comprehension: Narrative Text
Narrative text tells a story, either a true story or a fictional story. In that location are a number of strategies that will help students understand narrative text.
Story Maps
Teachers can have students diagram the story grammer of the text to enhance their awareness of the elements the author uses to construct the story. Story grammar includes:
- Setting: When and where the story takes place (which tin change over the course of the story).
- Characters: The people or animals in the story, including the protagonist (main character), whose motivations and actions drive the story.
- Plot: The story line, which typically includes one or more than problems or conflicts that the protagonist must accost and ultimately resolve.
- Theme: The overriding lesson or principal idea that the writer wants readers to glean from the story. It could be explicitly stated as in Aesop'southward Fables or inferred past the reader (more common).
Printable story map (bare)
Retelling
Asking students to retell a story in their own words forces them to analyze the content to determine what is important. Teachers tin encourage students to go beyond literally recounting the story to drawing their own conclusions about it.
Prediction
Teachers tin can ask readers to make a prediction almost a story based on the title and any other clues that are available, such as illustrations. Teachers tin can after ask students to find text that supports or contradicts their predictions.
Answering Comprehension Questions
Request students different types of questions requires that they notice the answers in dissimilar ways, for example, past finding literal answers in the text itself or by cartoon on prior knowledge and and then inferring answers based on clues in the text.
Strategies for Reading Comprehension: Expository Text
Expository text explains facts and concepts in order to inform, persuade, or explain.
The Structure of Expository Text
Expository text is typically structured with visual cues such equally headings and subheadings that provide articulate cues as to the structure of the information. The starting time sentence in a paragraph is also typically a topic sentence that clearly states what the paragraph is well-nigh.
Expository text also ofttimes uses i of five common text structures every bit an organizing principle:
- Crusade and effect
- Problem and solution
- Compare and contrast
- Clarification
- Time gild (sequence of events, deportment, or steps)
Teaching these structures tin assistance students recognize relationships between ideas and the overall intent of the text.
Chief Idea/Summarization
A summary briefly captures the main thought of the text and the fundamental details that support the main idea. Students must empathize the text in lodge to write a good summary that is more than a repetition of the text itself.
K-West-50
There are three steps in the G-W-L process (Ogle, 1986):
- What I Chiliadnow: Before students read the text, ask them equally a group to identify what they already know almost the topic. Students write this list in the "Chiliad" column of their Thousand-Westward-L forms.
- What I Want to Know: Enquire students to write questions about what they want to learn from reading the text in the "W" column of their K-W-L forms. For example, students may wonder if some of the "facts" offered in the "K" cavalcade are true.
- What I 50earned: As they read the text, students should look for answers to the questions listed in the "Westward" column and write their answers in the "Fifty" column forth with anything else they larn.
Afterwards all of the students accept read the text, the instructor leads a discussion of the questions and answers.
Printable K-W-Fifty chart (bare)
Graphic Organizers
Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically tin can help students empathize and remember them. Examples of graphic organizers are:
Tree diagrams that represent categories and hierarchies
Tables that compare and dissimilarity data
Time-driven diagrams that represent the lodge of events
Flowcharts that correspond the steps of a process
Teaching students how to develop and construct graphic organizers volition require some modeling, guidance, and feedback. Teachers should demonstrate the process with examples offset before students practice doing it on their ain with teacher guidance and eventually work independently.
Strategies for Reading Comprehension in Read Naturally Programs
Several Read Naturally programs include strategies that back up comprehension:
| Read Naturally Intervention Plan | Strategies for Reading Comprehension | |||
|---|---|---|---|---|
| Prediction Stride | Retelling Stride | Quiz / Comprehension Questions | Graphic Organizers | |
| Read Naturally Live:
| ✔ | ✔ |
| |
| Read Naturally Encore:
| ✔ | ✔ |
| |
| Read Naturally GATE:
| ✔ | ✔ |
| |
| One Infinitesimal Reader Live:
|
| |||
| One Minute Reader Books/CDs:
|
| |||
| Take Aim at Vocabulary: A print-based program with audio CDs that teaches advisedly selected target words and strategies for independently learning unknown words. Students piece of work by and large independently or in teacher-led small groups of upwards to 6 students.
|
| ✔ | ||
Bibliography
Honig, B., Fifty. Diamond, and 50. Gutlohn. (2013).Pedagogy reading sourcebook, second ed. Novato, CA: Arena Press.
Ogle, D. One thousand. (1986). K-West-L: A teaching model that develops agile reading of expository text. The Reading Instructor 38(6), pp. 564–570.
Pressley, K. (1977). Imagery and children's learning: Putting the pic in developmental perspective. Review of Educational Research 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing basic reading comprehension skills.School Psychology Review 11(three), pp. 299–305.
Source: https://www.readnaturally.com/research/5-components-of-reading/comprehension
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