READING COMPREHENSION STRATEGIES

GENERAL reading strategies

Reading Comprehension

MS. JESSA T. CORRAL

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VISUALIZE

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MAKING INFERENCE

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SUMMARIZE

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Previewing

What is

comprehension?

The National Reading Panel (NRP) described reading comprehension thus:

Comprehension is a complex process . . . often viewed as ‘the essence of reading.’ Reading comprehension is . . . intentional thinking during which meaning is constructed through interactions between text and reader. . . . The content of meaning is influencedby the text and by the reader’s prior knowledge and experience that are brought to bear on it.

Comprehension: The Goal of reading

or extracting meaning from what you read, is the ultimate goal of reading.

The process of comprehension is both interactive and strategic.

In order to read with comprehension, developing readers must be able to read with proficiency and then receive explicit instruction in reading comrehension strategies. (Tierney, 1982)

GENERAL STRATEGIES OF READING COMPREHENSION

READING COMPREHENSION STRATEGIES

3. IDENTIFYING THE MAIN IDEA AND SUMMARIZATION

1. USING PRIOR KNOWLEDGE/ PREVIEWING

2. PREDICTING

5.MAKING INFERENCES

4. QUESTIONING

6. VISUALIZING

1. USING PRIOR KNOWLEDGE/ PREVIEWING

This strategy requires readers to activate their background knowledge and to use that knowledge to help them understand what they are reading. Background knowledge is made up of a person's experiences with the world (including what he or she has read), along with his or her concepts for how written text works, including word identification, print concepts, word meaning, and how text is organized. Research has established that readers' existing knowledge is critical in determining their ability to comprehend what they read.

1. USING PRIOR KNOWLEDGE/ PREVIEWING

When they applied schema theory to reading comprehension, cognitive scientists found that good readers constantly connect their background knowledge to the new knowledge they encounter in a text. In fact, they appear to activate a schema as soon they begin to read. The initial schema then activates others, thus directly affecting how readers understand and react to a text. Schemas that are related to text organization are especially important to comprehension. Having knowledge of a text's organization improves students' understanding of that text.

Pre-reading activities build up background knowledge and help to frame what the child might encounter in the story. You can build the purpose of the reading into this introduction which again helps the child with language difficulties to know what you are asking them to listen for. Pre-reading assists the students in connecting what they know with new information. Previewing or before reading activities can take many forms. Think about the theme, vocabulary, characters, genre or unusual settings to help you think about what should be in the pre-reading activity.

This strategy involves the ability of readers to get meaning from a text by making informed predictions. Good readers use predicting as a way to connect their existing knowledge to new information from a text to get meaning from what they read. Before reading, they may use what they know about an author to predict what a text will be about. The title of a text may trigger memories of texts with similar content, allowing them to predict the content of the new text. During reading, good readers may make predictions about what is going to happen next, or what ideas or evidence the author will present to support an argument. They tend to evaluate these predictions continuously, and revise any prediction that is not confirmed by the reading.

2. PREDICTING

Just recently, we borrowed a copy of Elmer and Rose by David McKee from the library. This was a book we had never read before {which is important for this comprehension strategy.} The story line is set up to keep readers guessing as to what color Rose’s herd is. I read to certain spot in the book that I had pre-planned, then I stopped. I asked my kids to predict what they thought would happen in the text, namely what color would Rose’s herd be.

3. IDENTIFYING THE MAIN IDEA AND SUMMARIZATION

This strategy involves the ability of readers to pull together, or synthesize information in a text so as to explain in their own words what the text is about. Summarizing is an important strategy because it can enable readers to recall text quickly. It also can make readers more aware of text organization, of what is important in a text and of how ideas are related. Instruction in summarizing helps students:

• Identify or generate main ideas
• Connect the main or central ideas
• Eliminate unnecessary information
• Remember what they read

QUICK SUMMARIZING STRATEGIES

4. QUESTIONING

This strategy involves readers asking themselves questions throughout the reading of a text. The ability of readers to ask themselves relevant questions as they read is especially valuable in helping them to integrate information, identify main ideas, and summarize information. Asking the right questions allows good readers to focus on the most important information in a text. Generating good questions may also lead readers to focus on problems with comprehension and to take actions to deal with these problems.

In A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, Warren Berger suggests that there are three main questions that help in problem-solving: Why questions, What If questions, and How questions.

5.MAKING INFERENCES

This strategy requires readers to evaluate or draw conclusions from information in a text. Authors do not always provide complete descriptions of, or explicit information about a topic, setting, character, or event. However, they often provide clues that readers can use to "read between the lines"-by making inferences that combine information in the text with their background knowledge. It has been shown that when readers are taught how to make inferences, they improve their abilities to construct meaning. Indeed, research indicates that the ability to make inferences is crucial to successful reading.

Who am I?

1.I had finally gotten used to being weightless. It became a comfortable feeling. I especially liked floating by the window to see the planet Earth below. 2. The crowd began to roar as I made a few practice swings with the bat. The umpire called to me sharply to hurry. I was not in any hurry to face the most famous pitcher in history.

6. VISUALIZING

This involves the ability of readers to make mental images of a text as a way to understand processes or events they encounter during reading. This ability can be an indication that a reader understands a text. Some research suggests that readers who visualize as they read are better able to recall what they have read than are those who do not visualize.Visualizing is especially valuable when it is applied to narrative texts. In reading narratives, readers often can develop a clear understanding of what is happening by visualizing the setting, characters, or actions in the plot. However, visualizing can also be applied to the reading of expository texts, with readers visualizing steps in a process or stages in an event or creating an image to help them remember some abstract concept or important name.

Strategies for Reading Comprehension: Narrative Text

Narrative text tells a story, either a true story or a fictional story.

Strategies for Reading Comprehension: Expository Text

Expository text explains facts and concepts in order to inform, persuade, or explain.

Graphic Organizers

Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students understand and remember them.

Flowcharts that represent the steps of a process​

Tree diagrams that represent cateories and hierarchies.

Time-driven diagrams that represent the order of events

Effective comprehension strategy instruction can also be accomplished through cooperative learning, which involves students working together as partners or in small groups on clearly defined tasks. Cooperative learning instruction has been used successfully to teach comprehension strategies. Students work together to understand texts, helping each other learn and apply comprehension strategies. Teachers help students learn to work in groups. Teachers also provide modeling of the comprehension strategies.

THANKS

https://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

https://www.readnaturally.com/research/5-components-of-reading/comprehension?fbclid=IwAR1c9JSD0QBDIXQpNHinU8roBtPBSiLHymV2BIo3I8PuMrl-H5121ZBqZgM

https://www.academia.edu/24652420/Chapter_7_Teaching_Reading_Comprehension_Teacher_Knowledge_Classroom_Assessment_Evidence_Based_Teaching_Practices_Response_to_Intervention_RTI?email_work_card=title

REFERENCES

https://www.readingrockets.org/article/key-comprehension-strategies-teach