Scope and Sequence for Reading Comprehension Skills
Comprehension: The Goal of Reading
Comprehension, or extracting significant from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may not appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze information technology, internalize it and make it their own.
In social club to read with comprehension, developing readers must be able to read with some proficiency so receive explicit educational activity in reading comprehension strategies (Tierney, 1982).
Strategies for reading comprehension in Read Naturally programs
General Strategies for Reading Comprehension
The procedure of comprehending text begins before children tin can read, when someone reads a picture book to them. They listen to the words, meet 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 represent.
In order to learn comprehension strategies, students need modeling, practice, and feedback. The key comprehension strategies are described below.
Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that volition assistance them to sympathise the text they are about to read. This provides a framework for any new information they read.
Predicting
When students brand predictions about the text they are about to read, it sets upwardly expectations based on their prior noesis about similar topics. As they read, they may mentally revise their prediction as they gain more information.
Identifying the Main Idea and Summarization
Identifying the primary idea and summarizing requires that students determine what is important and so put it in their ain words. Implicit in this procedure is trying to empathise the author'southward purpose in writing the text.
Questioning
Request and answering questions almost text is some other strategy that helps students focus on the meaning of text. Teachers can help past modeling both the procedure of asking skillful questions and strategies for finding the answers in the text.
Making Inferences
In order to make 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 take meliorate call up than those who exercise non (Pressley, 1977). Readers tin can 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 volition help 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 author uses to construct the story. Story grammar includes:
- Setting: When and where the story takes place (which can change over the course of the story).
- Characters: The people or animals in the story, including the protagonist (main graphic symbol), whose motivations and actions drive the story.
- Plot: The story line, which typically includes i or more bug or conflicts that the protagonist must address and ultimately resolve.
- Theme: The overriding lesson or chief idea that the author wants readers to glean from the story. Information technology could be explicitly stated every bit in Aesop'south Fables or inferred by the reader (more than common).
Printable story map (blank)
Retelling
Request students to retell a story in their own words forces them to analyze the content to determine what is important. Teachers tin encourage students to go beyond literally recounting the story to drawing their ain conclusions nigh information technology.
Prediction
Teachers can ask readers to brand a prediction about a story based on the title and whatsoever other clues that are available, such every bit illustrations. Teachers tin can later ask students to find text that supports or contradicts their predictions.
Answering Comprehension Questions
Asking students different types of questions requires that they detect the answers in dissimilar ways, for instance, past finding literal answers in the text itself or past cartoon on prior cognition and so inferring answers based on clues in the text.
Strategies for Reading Comprehension: Expository Text
Expository text explains facts and concepts in club 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 clear cues as to the structure of the information. The first sentence in a paragraph is also typically a topic judgement that clearly states what the paragraph is about.
Expository text also often uses i of five mutual text structures every bit an organizing principle:
- Cause and upshot
- Problem and solution
- Compare and dissimilarity
- Clarification
- Time order (sequence of events, actions, or steps)
Teaching these structures can help students recognize relationships betwixt ideas and the overall intent of the text.
Main Idea/Summarization
A summary briefly captures the main idea of the text and the primal details that support the principal idea. Students must sympathize the text in order to write a good summary that is more than than a repetition of the text itself.
Chiliad-Westward-Fifty
There are three steps in the K-W-50 procedure (Ogle, 1986):
- What I Know: Before students read the text, enquire them as a grouping to identify what they already know about the topic. Students write this listing in the "1000" column of their K-Westward-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-Due west-50 forms. For instance, students may wonder if some of the "facts" offered in the "G" cavalcade are true.
- What I 50earned: Every bit they read the text, students should look for answers to the questions listed in the "Due west" cavalcade and write their answers in the "50" column forth with anything else they larn.
Subsequently all of the students accept read the text, the teacher leads a give-and-take of the questions and answers.
Printable K-W-L chart (bare)
Graphic Organizers
Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically tin can assist students sympathise and remember them. Examples of graphic organizers are:
Tree diagrams that represent categories and hierarchies
Tables that compare and contrast data
Time-driven diagrams that represent the order of events
Flowcharts that represent the steps of a process
Education students how to develop and construct graphic organizers will crave some modeling, guidance, and feedback. Teachers should demonstrate the procedure with examples first before students practice doing it on their ain with instructor guidance and somewhen 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 Pace | Retelling Step | Quiz / Comprehension Questions | Graphic Organizers | |
| Read Naturally Live:
| ✔ | ✔ |
| |
| Read Naturally Encore:
| ✔ | ✔ |
| |
| Read Naturally GATE:
| ✔ | ✔ |
| |
| One Minute Reader Live:
|
| |||
| One Minute Reader Books/CDs:
|
| |||
| Have Aim at Vocabulary: A print-based plan 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 upwardly to half-dozen students.
|
| ✔ | ||
Bibliography
Honig, B., L. Diamond, and L. Gutlohn. (2013).Teaching reading sourcebook, 2nd ed. Novato, CA: Arena Press.
Ogle, D. One thousand. (1986). K-West-L: A teaching model that develops active reading of expository text. The Reading Teacher 38(6), pp. 564–570.
Pressley, M. (1977). Imagery and children's learning: Putting the flick in developmental perspective. Review of Educational Inquiry 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing bones reading comprehension skills.School Psychology Review 11(three), pp. 299–305.
Source: https://www.readnaturally.com/research/5-components-of-reading/comprehension
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