COMPREHENSION

Comprehension

Comprehension

Introduction

Recent research supports the teaching of cognitive strategies in order to improve reading comprehension skills. Proficient readers are highly strategic in their reading; they combine multiple strategies and tactics to improve their understanding and memory of text passages. However, critics of strategy instruction claim that too often isolated skill learning and rote memorization of procedural steps are stressed (Baumann & Schmitt, 1996). This paper presents a two week calendar outlining plan for servicing students with comprehension problems.

Discussion

The authors conducted a study using 20 students from Grades 4 through 6 who were enrolled in a university summer reading clinic. The purpose was to determine if TSI (i.e., teaching students how, why, and when to use a repertoire of research-validated strategies) would affect not only student comprehension but also the views students held of themselves as readers. This is significant because how an individual perceives his or her capabilities as a reader influences subsequent reading behavior, habits, and attitudes; reader self-perception may determine whether reading is sought or avoided and how persistently comprehension is pursued.

1- What Steps Do You Take To Gather Information through Assessment Procedures?

Strategy instruction must be introduced to students in such a way as to bridge the gap between what is read and the ability to strategically transact with the text, peers, and teachers as they read (Baumann & Schmitt, 1996). Therefore, teachers need to phase students into this meta-cognitive process by modeling, coaching, then gradually transferring the responsibility to the students.

Instructional Phases

In developing the ability to apply transactional strategies, the roles of the teacher and the students will gradually pass through phases of participation and control. At first, the teacher will assume responsibility for asking questions and describing how answers might be derived. Teachers share their thought processes with the students, including how various strategies are chosen and evaluated for usefulness. Eventually, the students become more involved through interactions with the teacher, the text, and discussions with other students. The goal is for students to realize their ability to control and monitor their own comprehension. This process of instruction breaks down into three basic phases of participation that blend and overlap.

A: Explanation and Modeling

As TSI is initially introduced to students, the teacher needs to define, explain, and model various strategic procedures, emphasizing what the strategies are and when and how they are helpful. It is particularly useful for the teacher to use think-aloud methodology in this phase:

"As I look at this title, Jacques Cousteau, I think about what I already know about Cousteau. Since I am familiar with some of his work through television programs, I know that he studied the sea and its creatures, making excursions on his boat, The Calypso. Based on this, I predict that I'll be reading about some of Cousteau's studies. I think this prediction, along with thinking about what I already know about the sea will help me understand the new information in this selection" (Fielding & Pearson, 2004).

B: Practice and Coaching

In this phase, the students practice applying the ...