How to Apply Reading Coprehension Skills and Strategies for Literary Texts
Comprehension: The Goal of Reading
Comprehension, or extracting meaning from what yous read, is the ultimate goal of reading. Experienced readers have 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 information technology and make information technology their ain.
In guild to read with comprehension, developing readers must exist able to read with some proficiency and then receive explicit education 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 tin read, when someone reads a motion picture book to them. They listen to the words, see the pictures in the book, and may start to associate the words on the folio with the words they are hearing and the ideas they correspond.
In order to learn comprehension strategies, students need modeling, practice, and feedback. The fundamental comprehension strategies are described beneath.
Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that will help them to sympathize the text they are about to read. This provides a framework for any new information they read.
Predicting
When students make predictions about the text they are near to read, it sets upwards expectations based on their prior noesis about like topics. As they read, they may mentally revise their prediction as they proceeds more than data.
Identifying the Principal Idea and Summarization
Identifying the principal idea and summarizing requires that students determine what is important so put it in their own words. Implicit in this process is trying to understand the author's purpose in writing the text.
Questioning
Asking and answering questions near text is some other strategy that helps students focus on the meaning of text. Teachers can help past modeling both the process of request 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 better remember than those who do not (Pressley, 1977). Readers tin 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 will assist 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 place (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 actions drive the story.
- Plot: The story line, which typically includes one or more than problems or conflicts that the protagonist must address and ultimately resolve.
- Theme: The overriding lesson or main thought that the author wants readers to glean from the story. It could be explicitly stated as in Aesop's Fables or inferred by the reader (more than mutual).
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 go across literally recounting the story to cartoon their own conclusions most it.
Prediction
Teachers tin can enquire readers to make a prediction about a story based on the title and whatever other clues that are available, such as illustrations. Teachers can later ask students to find text that supports or contradicts their predictions.
Answering Comprehension Questions
Request students unlike types of questions requires that they find the answers in unlike ways, for example, by finding literal answers in the text itself or past 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 explain.
The Construction of Expository Text
Expository text is typically structured with visual cues such every bit headings and subheadings that provide clear cues as to the structure of the information. The first judgement in a paragraph is also typically a topic judgement that clearly states what the paragraph is about.
Expository text as well often uses one of v common text structures as an organizing principle:
- Cause and consequence
- Problem and solution
- Compare and contrast
- Clarification
- Time order (sequence of events, actions, or steps)
Teaching these structures tin assistance students recognize relationships between ideas and the overall intent of the text.
Master Idea/Summarization
A summary briefly captures the main idea of the text and the cardinal details that support the main thought. Students must understand the text in lodge to write a good summary that is more than a repetition of the text itself.
Thou-Westward-L
There are 3 steps in the K-W-50 process (Ogle, 1986):
- What I Know: Before students read the text, ask them as a group to identify what they already know nearly the topic. Students write this list in the "Thousand" column of their Chiliad-W-L forms.
- What I Westwardant to Know: Ask students to write questions about what they want to learn from reading the text in the "W" cavalcade of their Grand-W-L forms. For example, students may wonder if some of the "facts" offered in the "K" column are true.
- What I Fiftyearned: Equally they read the text, students should expect for answers to the questions listed in the "W" cavalcade and write their answers in the "50" column along with anything else they acquire.
After all of the students have read the text, the teacher leads a discussion of the questions and answers.
Printable G-W-Fifty chart (blank)
Graphic Organizers
Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students empathise and recall them. Examples of graphic organizers are:
Tree diagrams that stand for categories and hierarchies
Tables that compare and dissimilarity information
Fourth dimension-driven diagrams that stand for the lodge of events
Flowcharts that represent the steps of a process
Teaching students how to develop and construct graphic organizers will require some modeling, guidance, and feedback. Teachers should demonstrate the process with examples first earlier students practice doing it on their own with teacher guidance and eventually piece of work independently.
Strategies for Reading Comprehension in Read Naturally Programs
Several Read Naturally programs include strategies that back up comprehension:
| Read Naturally Intervention Program | Strategies for Reading Comprehension | |||
|---|---|---|---|---|
| Prediction Step | Retelling Footstep | Quiz / Comprehension Questions | Graphic Organizers | |
| Read Naturally Alive:
| ✔ | ✔ |
| |
| Read Naturally Encore:
| ✔ | ✔ |
| |
| Read Naturally GATE:
| ✔ | ✔ |
| |
| One Minute 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 work mostly independently or in teacher-led small groups of up to half-dozen students.
|
| ✔ | ||
Bibliography
Honig, B., L. Diamond, and L. Gutlohn. (2013).Teaching reading sourcebook, 2nd ed. Novato, CA: Loonshit Press.
Ogle, D. M. (1986). K-Due west-L: A teaching model that develops active reading of expository text. The Reading Teacher 38(6), pp. 564–570.
Pressley, Thou. (1977). Imagery and children'south learning: Putting the motion picture in developmental perspective. Review of Educational Enquiry 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing bones reading comprehension skills.Schoolhouse Psychology Review 11(3), pp. 299–305.
Source: https://www.readnaturally.com/research/5-components-of-reading/comprehension
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