The Food Group of Reading Comprehension Strategies refers to student’s ability engage in a series of strategies while reading. Problem solving to figure out meaning, making predictions, making connections to personal experience and knowledge, and self-monitoring are all strategies that compose reading comprehension (BLD). Reading comprehension is what allows students to truly understand a text.
UNDERSTANDING: Chapter 5 of PRF helped deepen my understanding of Reading Comprehension as the chapter explains what comprehension is, why it is important, how it can be developed, and strategies that can be taught to students. As well, this chapter outlines scientifically based research on effective text comprehension instruction which contributed to my understanding and is useful to me as an educator as I learned how to implement effective instruction.
INSTRUCTION: The BLD outlines the activity “Make a Judgment” where students are given a statement and asked to get up to a corner of the classroom that corresponds with their judgment. I think this is an effective and engaging literacy activity that promotes comprehension as it allows students to move around the classroom as they are thinking. Higher-order thinking is involved as students are asked to explain their thinking, which demonstrates their comprehension of the question.
INSTRUCTION: A teacher read-aloud is a great way to promote the development of Reading Comprehension as the article “Reading Aloud to Build Comprehension” by Gold and Gibson explained. It stated that “children can listen on a higher language level than they can read, so reading aloud makes complex ideas more accessible and exposes children to vocabulary and language patterns that are not part of everyday speech”. As an educator, I will incorporate read alouds into my instruction.
ASSESSMENT: The BLD explains that in order to assess Reading Comprehension, it is important to observe if students can effectively retell main events of a story, make predictions, and describe events from a text. Using a Graphic Organizer that requires students to write about the beginning, middle, and end of a story can be used to assess their understanding of the text.
INSTRUCTION: The article “Seven Strategies to Teach Students Text Comprehension” on the Reading Rockets outlines various instructional strategies that promote the development Reading Comprehension. I found it useful that this article provides templates of various Graphic Organizers that can be used. The article explains that Graphic Organizers are useful and effective in promoting the development of reading comprehension.
UNDERSTANDING: The Article “What Works in Comprehension Instruction” on the Reading Rockets helped deepen my understanding of Reading Comprehension through the explanation of “three predominant themes in the research on the development of reading comprehension skills”. Specifically, outlining the importance of teacher preparation and it’s link to student achievement contributed to my own understanding of my role as an educator and how I must be prepared to support my students.
UNDERSTANDING: Chapter 7 of CTW deepened my understanding of Reading Comprehension as it explained the role thinking plays in comprehension. It was interesting for me to learn that “some children do not think while they read because they do not really know that they should” (p. 102). This contributed to my understanding as it encourages me to be aware of, promote and monitor my student’s thinking as they read.
UNDERSTANDING: Chapter 3 of The Early Reading Strategy has a section on metacognition and comprehension strategies. This section helped deepen my understanding of reading comprehension and the role metacognition plays in the development of comprehension strategies. This chapter contributed to my understanding of reading comprehension strategies as it explained what “good” readers engage in cognitively when reading.