Research Based Strategies to Improve Reading Comprehension
Comprehension: The Goal of Reading
Comprehension, or extracting meaning from what you read, is the ultimate goal of reading. Experienced readers have this for granted and may not capeesh 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 go far their own.
In order to read with comprehension, developing readers must exist able to read with some proficiency and and so receive explicit teaching in reading comprehension strategies (Tierney, 1982).
Strategies for reading comprehension in Read Naturally programs
Full general Strategies for Reading Comprehension
The procedure of comprehending text begins earlier children tin read, when someone reads a picture book to them. They listen to the words, encounter the pictures in the book, and may offset to associate the words on the page with the words they are hearing and the ideas they represent.
In lodge to learn comprehension strategies, students demand modeling, exercise, and feedback. The cardinal comprehension strategies are described beneath.
Using Prior Noesis/Previewing
When students preview text, they tap into what they already know that volition assist them to understand the text they are well-nigh to read. This provides a framework for any new information they read.
Predicting
When students make predictions about the text they are well-nigh to read, it sets up expectations based on their prior noesis nigh like topics. Equally they read, they may mentally revise their prediction as they gain more than information.
Identifying the Main Idea and Summarization
Identifying the main thought and summarizing requires that students determine what is of import and and then put it in their own words. Implicit in this process is trying to understand the author'southward purpose in writing the text.
Questioning
Request and answering questions nigh text is another strategy that helps students focus on the meaning of text. Teachers can assist by modeling both the process of asking good questions and strategies for finding the answers in the text.
Making Inferences
In order to brand inferences almost something that is not explicitly stated in the text, students must larn to describe on prior noesis and recognize clues in the text itself.
Visualizing
Studies take shown that students who visualize while reading have ameliorate recall than those who do 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 truthful 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 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 identify (which can change over the course of the story).
- Characters: The people or animals in the story, including the protagonist (main graphic symbol), whose motivations and actions drive the story.
- Plot: The story line, which typically includes 1 or more than bug or conflicts that the protagonist must address and ultimately resolve.
- Theme: The overriding lesson or main idea that the author wants readers to glean from the story. It could be explicitly stated as in Aesop'south Fables or inferred by the reader (more common).
Printable story map (blank)
Retelling
Asking students to retell a story in their ain words forces them to clarify the content to make up one's mind what is of import. Teachers can encourage students to get beyond literally recounting the story to drawing their own conclusions about it.
Prediction
Teachers tin can enquire readers to brand a prediction about a story based on the championship and any other clues that are available, such as illustrations. Teachers can afterwards ask students to find text that supports or contradicts their predictions.
Answering Comprehension Questions
Request students dissimilar types of questions requires that they notice the answers in different ways, for example, past finding literal answers in the text itself or by drawing on prior knowledge so 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 as headings and subheadings that provide clear cues equally to the construction of the information. The first sentence in a paragraph is likewise typically a topic sentence that clearly states what the paragraph is about.
Expository text as well often uses one of five common text structures every bit an organizing principle:
- Cause and effect
- Problem and solution
- Compare and contrast
- Clarification
- Time order (sequence of events, actions, or steps)
Teaching these structures tin aid students recognize relationships between ideas and the overall intent of the text.
Main Idea/Summarization
A summary briefly captures the primary idea of the text and the key details that support the main idea. Students must understand the text in social club to write a good summary that is more than a repetition of the text itself.
Yard-W-L
In that location are three steps in the K-W-L process (Ogle, 1986):
- What I Kat present: Before students read the text, ask them as a group to place what they already know well-nigh the topic. Students write this list in the "M" cavalcade of their Chiliad-Westward-L forms.
- What I Wemmet to Know: Ask students to write questions nigh what they want to learn from reading the text in the "West" column of their K-W-50 forms. For example, students may wonder if some of the "facts" offered in the "K" column are truthful.
- What I Learned: As they read the text, students should look for answers to the questions listed in the "W" column and write their answers in the "L" column along with annihilation else they learn.
After all of the students take read the text, the teacher leads a word of the questions and answers.
Printable K-W-Fifty chart (blank)
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 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 get-go 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 support comprehension:
| Read Naturally Intervention Program | Strategies for Reading Comprehension | |||
|---|---|---|---|---|
| Prediction Pace | Retelling Step | Quiz / Comprehension Questions | Graphic Organizers | |
| Read Naturally Live:
| ✔ | ✔ |
| |
| Read Naturally Encore:
| ✔ | ✔ |
| |
| Read Naturally GATE:
| ✔ | ✔ |
| |
| I Minute Reader Alive:
|
| |||
| One Minute Reader Books/CDs:
|
| |||
| Take Aim at Vocabulary: A impress-based program with sound CDs that teaches carefully selected target words and strategies for independently learning unknown words. Students work more often than not independently or in instructor-led modest groups of up to six students.
|
| ✔ | ||
Bibliography
Honig, B., L. Diamond, and 50. Gutlohn. (2013).Teaching reading sourcebook, 2d ed. Novato, CA: Arena Press.
Ogle, D. M. (1986). G-W-L: A teaching model that develops active reading of expository text. The Reading Teacher 38(6), pp. 564–570.
Pressley, Chiliad. (1977). Imagery and children's learning: Putting the flick in developmental perspective. Review of Educational Research 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing bones 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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