Reading Strategy Turning a Heading Into a Question
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 capeesh the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze information technology, internalize it and go far their own.
In order to read with comprehension, developing readers must be able to read with some proficiency so receive explicit instruction 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 earlier children tin read, when someone reads a picture book to them. They heed to the words, see the pictures in the book, and may offset to acquaintance the words on the page with the words they are hearing and the ideas they stand for.
In order to larn comprehension strategies, students demand 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 assistance them to understand the text they are about to read. This provides a framework for whatever new information they read.
Predicting
When students brand predictions virtually the text they are about to read, it sets upwards expectations based on their prior noesis virtually similar topics. Equally they read, they may mentally revise their prediction as they proceeds more data.
Identifying the Chief Idea and Summarization
Identifying the main idea and summarizing requires that students determine what is important then put it in their own words. Implicit in this process 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 meaning of text. Teachers tin can assistance past modeling both the process of asking skilful questions and strategies for finding the answers in the text.
Making Inferences
In order 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 meliorate recall than those who do not (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. There are a number of strategies that volition aid students sympathize narrative text.
Story Maps
Teachers can have students diagram the story grammar of the text to raise their awareness of the elements the author uses to construct the story. Story grammar includes:
- Setting: When and where the story takes place (which can change over the course of the story).
- Characters: The people or animals in the story, including the protagonist (master character), whose motivations and deportment drive the story.
- Plot: The story line, which typically includes one or more problems or conflicts that the protagonist must address and ultimately resolve.
- Theme: The overriding lesson or master idea that the author wants readers to glean from the story. It could be explicitly stated every bit in Aesop'due south Fables or inferred past the reader (more than mutual).
Printable story map (blank)
Retelling
Request students to retell a story in their own words forces them to analyze the content to determine what is of import. Teachers can encourage students to go across literally recounting the story to drawing their own conclusions about it.
Prediction
Teachers can ask readers to brand a prediction about a story based on the championship and any other clues that are available, such as illustrations. Teachers can later ask students to observe text that supports or contradicts their predictions.
Answering Comprehension Questions
Asking students different types of questions requires that they find the answers in dissimilar ways, for example, by finding literal answers in the text itself or by drawing on prior noesis and so inferring answers based on clues in the text.
Strategies for Reading Comprehension: Expository Text
Expository text explains facts and concepts in gild to inform, persuade, or explicate.
The Structure of Expository Text
Expository text is typically structured with visual cues such equally headings and subheadings that provide articulate cues every bit to the structure of the data. The first sentence in a paragraph is also typically a topic judgement that conspicuously states what the paragraph is about.
Expository text also often uses one of five common text structures as an organizing principle:
- Cause and consequence
- Problem and solution
- Compare and contrast
- Description
- Fourth dimension order (sequence of events, actions, or steps)
Teaching these structures can help students recognize relationships between ideas and the overall intent of the text.
Master Thought/Summarization
A summary briefly captures the main idea of the text and the key details that support the main idea. Students must sympathize the text in club to write a skilful summary that is more than a repetition of the text itself.
G-West-Fifty
There are three steps in the Thousand-Westward-50 process (Ogle, 1986):
- What I 1000now: Before students read the text, ask them as a group to identify what they already know about the topic. Students write this list in the "K" column of their One thousand-W-L forms.
- What I Wpismire to Know: Ask students to write questions about what they want to acquire from reading the text in the "Due west" 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 Learned: Every bit they read the text, students should look for answers to the questions listed in the "Westward" column and write their answers in the "L" cavalcade along with anything else they learn.
Subsequently all of the students have read the text, the teacher leads a discussion of the questions and answers.
Printable K-W-L nautical chart (blank)
Graphic Organizers
Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students sympathise and think them. Examples of graphic organizers are:
Tree diagrams that represent categories and hierarchies
Tables that compare and contrast information
Time-driven diagrams that stand for the club of events
Flowcharts that represent 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 procedure with examples kickoff before students practice doing it on their own with teacher guidance and eventually work independently.
Strategies for Reading Comprehension in Read Naturally Programs
Several Read Naturally programs include strategies that support comprehension:
| Read Naturally Intervention Programme | Strategies for Reading Comprehension | |||
|---|---|---|---|---|
| Prediction Step | Retelling Step | Quiz / Comprehension Questions | Graphic Organizers | |
| Read Naturally Alive:
| ✔ | ✔ |
| |
| Read Naturally Encore:
| ✔ | ✔ |
| |
| Read Naturally GATE:
| ✔ | ✔ |
| |
| One Minute Reader Live:
|
| |||
| 1 Infinitesimal Reader Books/CDs:
|
| |||
| Take Aim at Vocabulary: A impress-based programme with sound CDs that teaches carefully selected target words and strategies for independently learning unknown words. Students work generally independently or in instructor-led pocket-sized groups of up to 6 students.
|
| ✔ | ||
Bibliography
Honig, B., Fifty. Diamond, and L. Gutlohn. (2013).Teaching reading sourcebook, 2nd ed. Novato, CA: Arena Press.
Ogle, D. One thousand. (1986). Chiliad-W-Fifty: A education model that develops active reading of expository text. The Reading Teacher 38(6), pp. 564–570.
Pressley, M. (1977). Imagery and children's learning: Putting the picture in developmental perspective. Review of Educational Inquiry 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing bones reading comprehension skills.School Psychology Review eleven(3), pp. 299–305.
Source: https://www.readnaturally.com/research/5-components-of-reading/comprehension
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