Reading strategies
A U.S.
Marine helps a student with reading comprehension as part of a Partnership in
Education program sponsored by Park Street Elementary School and Navy /Marine
Corps Reserve Center Atlanta. The program is a community out-reach program for
sailors and Marines to visit the school and help students with class work.
Reciprocal teaching
In the 1980s
Annemarie Sullivan Palincsar and Ann L. Brown developed a technique called reciprocal teaching
that taught students to predict, summarize, clarify, and ask questions for
sections of a text. The use of strategies like summarizing after each paragraph
have come to be seen as effective strategies for building students'
comprehension. The idea is that students will develop stronger reading
comprehension skills on their own if the teacher gives them explicit mental
tools for unpacking text.[11]
Instructional conversations
"Instructional
conversations", or comprehension through discussion, create higher-level
thinking opportunities for students by promoting critical and aesthetic thinking about the text. According to Vivian Thayer, class discussions help students to
generate ideas and new questions. (Goldenberg, p. 317)[citation needed]
Dr. Neil Postman has said, "All our knowledge results from questions,
which is another way of saying that question-asking is our most important
intellectual tool" (Response to Intervention).[citation needed]
There are several types of questions that a teacher should focus on:
remembering; testing understanding; application or solving; invite synthesis or
creating; and evaluation and judging. Teachers should model these types of
questions through "think-alouds" before, during, and after reading a
text.[citation needed]
When a
student can relate a passage to an experience, another book, or other facts
about the world, they are "making a connection." Making connections
help students understand the author's purpose and fiction or non-fiction story.[citation needed]
Text factors
There are
factors, that once discerned, make it easier for the reader to understand the
written text. One is the genre, like folktales, historical fiction,
biographies or poetry. Each genre has its own characteristics for text
structure, that once understood help the reader comprehend it. A story is
composed of a plot, characters, setting, point of view, and theme.
Informational books provide real world knowledge for students and have unique
features such as: headings, maps, vocabulary, and an index. Poems are written
in different forms and the most commonly used are: rhymed verse, haikus, free
verse, and narratives. Poetry uses devices such as: alliteration, repetition,
rhyme, metaphors, and similes. "When children are familiar with genres,
organizational patterns, and text features in books they're reading, they're
better able to create those text factors in their own writing."[17]
Visualization
Visualization
is a "mental image"
created in a person's mind while reading text, which "brings words to
life" and helps improve reading comprehension. Asking sensory questions
will help students become better visualizers.[citation needed]
Multiple reading strategies
There are a
wide range of reading strategies suggested by reading programs and educators.
The National Reading Panel
identified positive effects only for a subset, particularly summarizing, asking
questions, answering questions, comprehension monitoring, graphic organizers,
and cooperative learning. The Panel also emphasized that a combination of
strategies, as used in Reciprocal Teaching, can be effective.[citation needed]
The use of effective comprehension strategies that provide specific instructions
for developing and retaining comprehension skills, with intermittent feedback,
has been found to improve reading comprehension across all ages, specifically
those affected by mental disabilities.[18]
Reading
different types of texts requires the use of different reading strategies and
approaches. Making reading an active, observable process can be very beneficial
to struggling readers. A good reader interacts with the text in order to
develop an understanding of the information before them. Some good reader
strategies are predicting, connecting, inferring, summarizing, analyzing and critiquing.
There are many resources and activities educators and instructors of reading
can use to help with reading strategies in specific content areas and
disciplines. Some examples are graphic organizers, talking to the text,
anticipation guides, double entry journals, interactive reading and note taking
guides, chunking, and summarizing.[citation needed]
The use of
effective comprehension strategies is highly important when learning to improve
reading comprehension. These strategies provide specific instructions for
developing and retaining comprehension skills. Implementing the following
instructions with intermittent feedback has been found to improve reading
comprehension across all ages, specifically those affected by mental
disabilities.[7]
Assessment
There are
informal and formal assessments to monitor an individuals comprehension ability
and use of comprehension strategies.[19] Informal assessments are generally
through observation and the use of tools, like story boards, word sorts, interactive writing,
and shared reading. Formal assessments are district
or state assessments that evaluates all students on important skills and
concepts. Two examples are the Florida
Comprehensive Assessment Test (FCAT) and Accelerated Reader
programs.[citation needed]
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