Request Is What Type of Reading Strategy
Comprehension: The Goal of Reading
Comprehension, or extracting significant from what y'all read, is the ultimate goal of reading. Experienced readers accept 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 it and go far their ain.
In society to read with comprehension, developing readers must be able to read with some proficiency and and then receive explicit instruction 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 earlier children can read, when someone reads a moving-picture show book to them. They mind to the words, see the pictures in the book, and may start to associate the words on the page with the words they are hearing and the ideas they stand for.
In order to learn comprehension strategies, students demand modeling, practice, and feedback. The cardinal comprehension strategies are described below.
Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that will aid them to understand 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 about to read, it sets up expectations based on their prior knowledge nearly like topics. As they read, they may mentally revise their prediction as they gain more data.
Identifying the Main Idea and Summarization
Identifying the master idea and summarizing requires that students decide what is important and so put it in their own words. Implicit in this procedure is trying to empathise the writer'due south purpose in writing the text.
Questioning
Asking and answering questions about text is another strategy that helps students focus on the meaning of text. Teachers tin can aid 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 nearly 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 recall than those who do not (Pressley, 1977). Readers tin take advantage of illustrations that are embedded in the text or create their ain 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 aid students understand narrative text.
Story Maps
Teachers tin take students diagram the story grammar of the text to heighten their awareness of the elements the author uses to construct the story. Story grammar includes:
- Setting: When and where the story takes place (which tin change over the course of the story).
- Characters: The people or animals in the story, including the protagonist (principal character), whose motivations and actions drive the story.
- Plot: The story line, which typically includes one or more problems 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 past the reader (more mutual).
Printable story map (blank)
Retelling
Asking students to retell a story in their own words forces them to analyze the content to make up one's mind what is important. Teachers can encourage students to get beyond literally recounting the story to drawing their ain conclusions near information technology.
Prediction
Teachers tin can inquire readers to brand a prediction nigh a story based on the title and any other clues that are available, such as illustrations. Teachers tin can later inquire students to discover text that supports or contradicts their predictions.
Answering Comprehension Questions
Request students different types of questions requires that they find the answers in different ways, for example, by finding literal answers in the text itself or past drawing on prior knowledge and and 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 articulate cues as to the construction of the information. The starting time sentence in a paragraph is also typically a topic judgement that clearly states what the paragraph is nigh.
Expository text also ofttimes uses i of five mutual text structures as an organizing principle:
- Cause and effect
- Problem and solution
- Compare and contrast
- Description
- Time order (sequence of events, actions, or steps)
Didactics these structures tin help students recognize relationships betwixt ideas and the overall intent of the text.
Master Idea/Summarization
A summary briefly captures the main thought of the text and the primal details that support the main idea. Students must sympathize the text in order to write a proficient summary that is more than a repetition of the text itself.
G-W-L
There are 3 steps in the K-W-Fifty process (Ogle, 1986):
- What I Know: Earlier students read the text, enquire them as a group to identify what they already know about the topic. Students write this list in the "K" column of their M-W-50 forms.
- What I Due westpismire to Know: Ask students to write questions about what they want to learn from reading the text in the "W" cavalcade of their K-W-L forms. For case, students may wonder if some of the "facts" offered in the "K" column are true.
- What I 50earned: 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 anything else they acquire.
Later on all of the students have read the text, the instructor leads a discussion of the questions and answers.
Printable Grand-Due west-L chart (blank)
Graphic Organizers
Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can aid students understand and remember them. Examples of graphic organizers are:
Tree diagrams that stand for categories and hierarchies
Tables that compare and contrast data
Time-driven diagrams that correspond the order of events
Flowcharts that stand for the steps of a process
Pedagogy students how to develop and construct graphic organizers will require some modeling, guidance, and feedback. Teachers should demonstrate the process with examples first before students practice doing information technology on their own 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 Programme | Strategies for Reading Comprehension | |||
|---|---|---|---|---|
| Prediction Step | Retelling Step | Quiz / Comprehension Questions | Graphic Organizers | |
| Read Naturally Live:
| ✔ | ✔ |
| |
| Read Naturally Encore:
| ✔ | ✔ |
| |
| Read Naturally GATE:
| ✔ | ✔ |
| |
| One Minute Reader Live:
|
| |||
| One Infinitesimal Reader Books/CDs:
|
| |||
| Accept Aim at Vocabulary: A print-based programme with audio CDs that teaches carefully selected target words and strategies for independently learning unknown words. Students piece of work mostly independently or in teacher-led small groups of upwardly 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). K-W-50: A educational activity model that develops active reading of expository text. The Reading Teacher 38(vi), pp. 564–570.
Pressley, M. (1977). Imagery and children's learning: Putting the picture in developmental perspective. Review of Educational Inquiry 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing basic reading comprehension skills.Schoolhouse Psychology Review xi(3), pp. 299–305.
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Source: https://www.readnaturally.com/research/5-components-of-reading/comprehension
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