Understanding the relationship between reading ...

UnderstandingtheRelationshipBetweenReadingComprehensionSkillsandStrategies

Strategiesaregenerallymorecomplexthanskillsbecausetheyrequiretheorchestrationofseveralskillsto effectivelyusethestrategy.Inordertousethestrategyofsummarizing,studentshavetoapplyseveralskills includingsequencingofevents,makingjudgments,notingdetails,makinggeneralizations,andusingstory structureortextorganization.Effectiveinstructionlinkscomprehensionskillstostrategiestopromotestrategic reading.

TeachingChildrentoRead:TheReportoftheNationalReadingPanel2000)concludedthatstrategiesemployedby

effectivereaderscanbeexplicitlytaughttoimprovereadingcomprehension. TheNRPanalyzed203studiesof

comprehensionstrategyinstructionandfoundthattherewasresearchevidentforthedirect,explicitinstructionof

8strategies.Explanationofeachstrategyandtheresearchsupportingtheuseofthestrategiesislistedinthefirst

section.

Itisimportanttoinfuseinformationaltextintocommunicationartsclassroomsand,itisalsoimportantto

integratecomprehensioninstructionintocontentareaclassrooms,especiallyforadolescentlearners(Sadler2001;

AlvermannandEakle2003;FisherandFrey2004).Doingsohelpsimprovethelearningofthecontentand

student'scomprehensionabilities.Torgenson(2007)providesfiverecommendationsforimprovingcontentarea

instruction:

Recommendation1:Provideexplicitinstructionandsupportivepracticeintheuseofeffectivecomprehension

strategiesthroughouttheschoolday.

Recommendation2:Increasetheamountandqualityofopen,sustaineddiscussionofreadingcontent.

Recommendation3:Setandmaintainhighstandardsfortext,conversation,questions,andvocabulary.

Recommendation4:Increasestudents'motivationandengagementwithreading.

Recommendation5:Teachessentialcontentknowledgesothatallstudentsmastercriticalconcepts.

Thefollowingchart,basedonresearchbyPressleyandAfflerback(1995),outlineshowstrategiesareusedby

studentsandcanbetaughtandsupportedbyteachersbeforereading,duringreading,andafterreading.

WhatGoodReadersDo

WhatTeacher'sCanDotoSupportAllReaders

Before,During,andAfterReading

Before,During,andAfterReading

BeforeReading

BeforeReading

Setagoal

Introduceandteachkeyvocabulary

Previewthetext

Activatepriorknowledge

Predictwhatthetextwillsay

Buildcriticalbackgroundinformation

DuringReading

DuringReading

Readingsequentially,skimmingsomeparts,

Model"goodreader"strategies

focusingonothers

Teachstudentshowtomonitortheir

Rereadingsomesections

comprehensionthroughdemonstrationsandthink-

Makenotes

alouds

Tuneintomainideasandideasrelatedtogoal

Developandguidestudentsthroughdeep

Checkandadaptpredictions

questionsandhigherlevelthinking

Monitorandrepaircomprehension

Teachstudentshowtodrawinferencesthrough

Connecttoworldknowledgetomakeinferences thinkaloudsandinitialandfollowupquestions

Paraphraseandsummarizepassages

duringandafterreading

Respondtoandevaluatetext

Teachstudentshowtosummarizethemainideaof

selectedparagraphs

Askstudentstostudentstoconfirm,disconfirm,or

extendpredictionsandquestionsgeneratedprior

toreadingknowledgetomakeinferences.

AfterReading

AfterReading

Rereadselectively

Teachstudentstoreflectuponwhattheyhaveread

Summarize

Teachstudentstorereadcriticalsectionsofthetext

Reflect

Teachstudentshowtosummarizewhattheyhave

Thinksabouthowinformationmightbeusedinthe read

future

Teachstudentstothinkabouthowtheymightuse

theinformationinthefuture

Source:Diamond,Gutlohn,Honig,TeachingReadingSourcebook,2008,p.613

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