Teaching comprehension doesn’t just stop once the reader has finished their text. The use of questioning, as an example, has been used too many times as a test rather than a tool to develop deeper understanding. While questioning can be used as assessment tool it does not mean that you are teaching comprehension. We need to give explicit instruction, demonstrate and guide whilst the students are practicing and constantly evaluate the students as they learn a variety of different comprehension strategies.
Although I hope that you find my blog useful it would be inappropriate of me to not implore you as a teacher or anyone who wants to further their knowledge on reading comprehension, to not explore and be resourceful by reading as much as you can. I found this blog whilst doing some research on reading comprehension. This man comes with a lot of experience and has some great understanding of the topic, something I one day hope to have. Below is his link to his blog. ENJOY!
Using frameworks is very useful to help you start implementing strategies. Teachers need to be the decision makers in choosing the right framework or model that will suit their students. The article attached mentions some great instructional frameworks and examples of how to use them. These frameworks are the Scaffolded Reading Experience, Questioning the Author, Collaborative Strategic Reading, Peer-Assisted Learning Strategies and Concept-Oriented Reading Instruction. This article also states in what group format the framework are suited best for teaching. Whether you need to teach to a small group, whole class or individual these frameworks will let you know what’s best but as mentioned earlier only you can decide what best suits your classroom or style of teaching.
Liang, L.A., & Dole, J.A. (2006). Help with teaching reading comprehension. Comprehension instructional fraeworks. The Reading Teacher, 59(8), 742-753.
The environment that the teacher provides within the classroom is very important in giving students the best opporunity to develop their reading comprehension. An environment that allows for:
- time reading different types of text genres,
- time exploring those text types,
- texts that relate to the students and brings purpose for them
- and most importantly teacher student discussion.
Duke, N. K., & Pearson, D. P. (2002). Effective practices for developing reading comprehension. In What research has to say about reading instruction. Newark, Del: International Reading Association.
Comprehension is the ultimate goal of reading, and the means by which much cognitive growth, learning, and sheer enjoyment occurs. Comprehension enhances both the quality of our learning and the quality of our lives (Konza,2011).
Konza, D. (2011). Research into practice:Comprehension. Retrieved from http://www.dead.sa.gov.au/literacy/files/links/UtRP_1_6_v2.pdf