The Reading Strategies Book Compare and Contrast
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 non appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze it, internalize it and make it their own.
In order to read with comprehension, developing readers must exist able to read with some proficiency and then receive explicit instruction in reading comprehension strategies (Tierney, 1982).
Strategies for reading comprehension in Read Naturally programs
General Strategies for Reading Comprehension
The procedure of comprehending text begins before children can read, when someone reads a picture show book to them. They mind to the words, come across the pictures in the book, and may start to associate the words on the page with the words they are hearing and the ideas they represent.
In guild to learn comprehension strategies, students need modeling, exercise, and feedback. The primal 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 empathise the text they are about to read. This provides a framework for any new information they read.
Predicting
When students make predictions nearly the text they are about to read, information technology sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction every bit they gain more information.
Identifying the Primary Idea and Summarization
Identifying the chief idea and summarizing requires that students determine what is important and so put it in their ain words. Implicit in this procedure is trying to understand the author'south purpose in writing the text.
Questioning
Asking and answering questions well-nigh text is another strategy that helps students focus on the meaning of text. Teachers can help by modeling both the process of request good questions and strategies for finding the answers in the text.
Making Inferences
In order to make inferences nearly something that is not explicitly stated in the text, students must learn to draw on prior noesis and recognize clues in the text itself.
Visualizing
Studies take shown that students who visualize while reading have better call back than those who do not (Pressley, 1977). Readers tin accept 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. There 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 raise their awareness of the elements the writer uses to construct the story. Story grammar includes:
- Setting: When and where the story takes identify (which can alter over the course of the story).
- Characters: The people or animals in the story, including the protagonist (main character), whose motivations and deportment drive the story.
- Plot: The story line, which typically includes ane or more problems or conflicts that the protagonist must accost and ultimately resolve.
- Theme: The overriding lesson or main idea that the author wants readers to glean from the story. It could exist explicitly stated as in Aesop'due south Fables or inferred past the reader (more common).
Printable story map (blank)
Retelling
Asking students to retell a story in their own words forces them to clarify the content to determine what is of import. Teachers can encourage students to become beyond literally recounting the story to cartoon their own conclusions about it.
Prediction
Teachers can ask readers to make a prediction about a story based on the title and any other clues that are available, such every bit illustrations. Teachers can later enquire students to detect text that supports or contradicts their predictions.
Answering Comprehension Questions
Asking students dissimilar types of questions requires that they find the answers in different ways, for case, by finding literal answers in the text itself or by drawing on prior knowledge and then inferring answers based on clues in the text.
Strategies for Reading Comprehension: Expository Text
Expository text explains facts and concepts in guild to inform, persuade, or explicate.
The Construction of Expository Text
Expository text is typically structured with visual cues such as headings and subheadings that provide clear cues as to the structure of the information. The first sentence in a paragraph is likewise typically a topic sentence that conspicuously states what the paragraph is about.
Expository text also oft uses one of v common text structures as an organizing principle:
- Cause and outcome
- Trouble and solution
- Compare and contrast
- Description
- Time order (sequence of events, deportment, or steps)
Teaching these structures can aid students recognize relationships between ideas and the overall intent of the text.
Primary Idea/Summarization
A summary briefly captures the principal idea of the text and the key details that back up the main thought. Students must empathize the text in order to write a skillful summary that is more than than a repetition of the text itself.
One thousand-Due west-Fifty
There are three steps in the K-Due west-L process (Ogle, 1986):
- What I Kat present: Before students read the text, enquire them as a group to identify what they already know nigh the topic. Students write this list in the "Thou" column of their Grand-W-L forms.
- What I Westwardant to Know: Ask students to write questions nigh what they want to learn from reading the text in the "W" column of their Thousand-Due west-Fifty forms. For example, students may wonder if some of the "facts" offered in the "One thousand" column are truthful.
- What I Learned: As they read the text, students should look for answers to the questions listed in the "Due west" cavalcade and write their answers in the "L" column along with annihilation else they learn.
Later all of the students have read the text, the teacher leads a discussion of the questions and answers.
Printable 1000-Westward-L chart (blank)
Graphic Organizers
Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students understand and recollect them. Examples of graphic organizers are:
Tree diagrams that correspond categories and hierarchies
Tables that compare and contrast data
Time-driven diagrams that represent the order of events
Flowcharts that represent the steps of a process
Teaching students how to develop and construct graphic organizers will crave some modeling, guidance, and feedback. Teachers should demonstrate the process with examples first before students practice doing it on their own with instructor guidance and somewhen work independently.
Strategies for Reading Comprehension in Read Naturally Programs
Several Read Naturally programs include strategies that support comprehension:
| Read Naturally Intervention Plan | Strategies for Reading Comprehension | |||
|---|---|---|---|---|
| Prediction Stride | Retelling Step | Quiz / Comprehension Questions | Graphic Organizers | |
| Read Naturally Live:
| ✔ | ✔ |
| |
| Read Naturally Encore:
| ✔ | ✔ |
| |
| Read Naturally GATE:
| ✔ | ✔ |
| |
| 1 Minute Reader Alive:
|
| |||
| One Minute Reader Books/CDs:
|
| |||
| Take Aim at Vocabulary: A print-based program with sound CDs that teaches carefully selected target words and strategies for independently learning unknown words. Students work mostly independently or in instructor-led small-scale groups of upward to vi students.
|
| ✔ | ||
Bibliography
Honig, B., L. Diamond, and L. Gutlohn. (2013).Teaching reading sourcebook, 2nd ed. Novato, CA: Arena Printing.
Ogle, D. Yard. (1986). K-Due west-L: A teaching model that develops active reading of expository text. The Reading Teacher 38(half dozen), pp. 564–570.
Pressley, G. (1977). Imagery and children's learning: Putting the picture 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(3), pp. 299–305.
Source: https://www.readnaturally.com/research/5-components-of-reading/comprehension
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