Reading in the Dark: Film and Reading Strategies
Comprehension: The Goal of Reading
Comprehension, or extracting pregnant from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may not capeesh the reading comprehension skills required. The procedure of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze it, internalize it and make information technology their own.
In order to read with comprehension, developing readers must exist able to read with some proficiency and then receive explicit education in reading comprehension strategies (Tierney, 1982).
Strategies for reading comprehension in Read Naturally programs
Full general Strategies for Reading Comprehension
The procedure of comprehending text begins before children tin read, when someone reads a picture book to them. They heed to the words, see the pictures in the book, and may offset to acquaintance 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 cardinal comprehension strategies are described below.
Using Prior Cognition/Previewing
When students preview text, they tap into what they already know that will aid them to understand the text they are almost to read. This provides a framework for whatever new information they read.
Predicting
When students make predictions almost the text they are nearly to read, it sets up expectations based on their prior knowledge about similar topics. Equally they read, they may mentally revise their prediction as they gain more information.
Identifying the Main Idea and Summarization
Identifying the principal idea and summarizing requires that students determine what is important and then put it in their own words. Implicit in this process is trying to understand the author'south purpose in writing the text.
Questioning
Asking and answering questions about text is some other strategy that helps students focus on the meaning of text. Teachers can help by modeling both the process of request good questions and strategies for finding the answers in the text.
Making Inferences
In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior noesis and recognize clues in the text itself.
Visualizing
Studies have shown that students who visualize while reading have meliorate recall than those who do not (Pressley, 1977). Readers can have 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 truthful story or a fictional story. There are a number of strategies that will assist students understand narrative text.
Story Maps
Teachers can have students diagram the story grammar 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 grade of the story).
- Characters: The people or animals in the story, including the protagonist (master character), whose motivations and actions bulldoze the story.
- Plot: The story line, which typically includes 1 or more than 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. Information technology could exist explicitly stated equally in Aesop's Fables or inferred by the reader (more common).
Printable story map (bare)
Retelling
Asking students to retell a story in their own words forces them to analyze the content to determine what is of import. Teachers can encourage students to go beyond literally recounting the story to drawing their ain conclusions nearly information technology.
Prediction
Teachers tin can ask readers to make a prediction about a story based on the title and whatsoever other clues that are available, such equally illustrations. Teachers can after inquire students to find text that supports or contradicts their predictions.
Answering Comprehension Questions
Asking students different types of questions requires that they find the answers in different ways, for example, past finding literal answers in the text itself or by drawing on prior knowledge and then 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 every bit headings and subheadings that provide clear cues as to the structure of the data. The start sentence in a paragraph is besides typically a topic sentence that clearly states what the paragraph is about.
Expository text as well often uses one of five mutual text structures equally an organizing principle:
- Crusade and issue
- Problem and solution
- Compare and contrast
- Description
- Time order (sequence of events, actions, or steps)
Teaching these structures tin can help students recognize relationships between ideas and the overall intent of the text.
Main Idea/Summarization
A summary briefly captures the main idea of the text and the key details that support the primary idea. Students must empathize the text in order to write a good summary that is more than a repetition of the text itself.
1000-W-50
At that place are iii steps in the K-W-Fifty process (Ogle, 1986):
- What I Yardat present: Before students read the text, ask them equally a group to identify what they already know almost the topic. Students write this list in the "K" column of their G-Westward-50 forms.
- What I Want to Know: Ask students to write questions about what they want to larn from reading the text in the "Due west" column of their K-West-L forms. For example, students may wonder if some of the "facts" offered in the "Chiliad" column are truthful.
- What I 50earned: As they read the text, students should expect for answers to the questions listed in the "Due west" column and write their answers in the "L" column forth with anything else they acquire.
After all of the students have read the text, the instructor leads a discussion of the questions and answers.
Printable Chiliad-W-Fifty chart (bare)
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 represent categories and hierarchies
Tables that compare and contrast data
Time-driven diagrams that represent the society of events
Flowcharts that correspond the steps of a process
Teaching students how to develop and construct graphic organizers will require some modeling, guidance, and feedback. Teachers should demonstrate the process with examples commencement before students practice doing it 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 Program | 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 Alive:
|
| |||
| One Infinitesimal Reader Books/CDs:
|
| |||
| Take Aim at Vocabulary: A print-based plan with audio CDs that teaches carefully selected target words and strategies for independently learning unknown words. Students work mostly independently or in teacher-led modest groups of up to six students.
|
| ✔ | ||
Bibliography
Honig, B., L. Diamond, and 50. Gutlohn. (2013).Teaching reading sourcebook, 2nd ed. Novato, CA: Arena Press.
Ogle, D. M. (1986). Yard-West-Fifty: A didactics model that develops active reading of expository text. The Reading Instructor 38(6), pp. 564–570.
Pressley, M. (1977). Imagery and children's learning: Putting the picture in developmental perspective. Review of Educational Research 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing bones reading comprehension skills.School Psychology Review 11(iii), pp. 299–305.
Source: https://www.readnaturally.com/research/5-components-of-reading/comprehension
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