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Josie LuttonEdok #3

Fall 2010Jeanie Cozens

Onofrey, K., & Theurer, J. (2007). What's a teacher to do: Suggestions for

comprehension strategy instruction. Reading Teacher, 60(7), 681-684.CENTRAL THEME:

The article talks about how comprehension has been taught over the years byforcing students to read a text and answer some questions. This text provides teachers

details on two different instructional strategies that could be used in the classroom to helpstudents with reading comprehension, without relying on read/answer concept

completely. One being visualized creations and the second, in the moment read-aloudjournal partners.

MAIN IDEAS:1.Over the years teachers have relied upon teaching reading comprehension by

providing students with a text and having them answer some questions aboutwhat they read. Turns out this practice is often ineffective in aiding the

teaching of reading comprehension.2.Visualized creation is a technique that requires the use of a small portion of

visually stimulating text, such as poetry or a picture book. Students are thenled by the teacher and asked to explain the images they are creating mental

from the text line by line or page by page.3.In the moment read-aloud journal partners require students not only to

interpret the text, but to reflect and then engage in a social exchange withanother student about what they concluded. In the moment doesnt take

much time to prepare; you just need to make sure to find thought-provokingtext.

4.As an instructor during In the moment you must instruct students on howyou want their response crafted, come up with some brainstorming ideas

together, and evaluate the text for plot, characters and setting to create somepredetermined stopping points for them to pause for reflection.

AUTHORS CONCLUSION:The authors concluded that reading instruction needs to be more than just

answering questions. Students need to be actively engaged with the text and both of theseactivities should help them achieve that. So, by getting them to visual or create mental

images and share their thoughts they are digging deeper into the text, creating a betterunderstanding.

EVALUATION:I found this article very interesting. Working at the younger level I will deal with

many children who have difficulty with reading comprehension. I was one of thosestudents who suffered through years of having teachers provide us with a text and answer

the questions that followed. Anyone can do that even the readers who didnt take the timeto think about the text can search and find an answer in a book, which is often what I

found myself doing. The idea of having students visual pieces of text is fun, and I couldsee it being very effective at any age. If worked into curriculum and repeated with

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multiply lessons I could see students truly getting the hang of it, enjoying it, and learninghow to comprehend at the same time.