DEFINING Comprehension strategies and instructional strategies

DEFINING Comprehension strategies and instructional strategiesMakenzy Deckard READ 6707: Reading and Literacy Growth, Grades 4-6

Importance of Comprehension and Metacognition-According to the SEDL, reading comprehension is a skill that should be taught explicitly. Teachers can help students effectively demonstrate the different types of reading comprehension including; literal comprehension, inferential comprehension, and evaluative comprehension. Through comprehension instruction, students also become more familiar with expository, narrative, formal and informal texts (Wren, Litke, Jinkins, Paynter, Watts, Alanis & Iilana, 2000).

-Along with teaching explicit comprehension strategies, teachers can help students learn to monitor their own comprehension of texts as they read through a process called metacognition (Wren et al., 2000).

-Students us metacognition; the awareness of their own thinking process. Successful readers use metacognition to monitor and evaluate their reading as they choose strategies that support their comprehension (Afflerbach, Young Cho, Kim, Elliker Crassas & Doyle, 2013).

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Student Comprehension strategiesSchemaStudents us schema while they read to activate background knowledge before, during and after reading texts (Hollenbeck & Saternus, 2013). Students use prior knowledge and connect it to new information to make sense and understand what they read (Harvey & Goudvis, 2013).QuestioningStudents learn to use questioning to formulate questions about the text before reading to set the purpose for reading. Students stop to think of questions while they read and after they finish reading, to support their comprehension of the text (Hollenbeck & Saternus, 2013). InferringStudents use prior knowledge and schema along with information in the text to infer and develop new ideas or conclusions about the characters or text (Hollenbeck & Saternus, 2013).

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Instructional StrategiesRead AloudsStudents benefit from teacher read-alouds of a variety of literary genres (Hiebert & Pearson, 2013). Students are engaged in the text and learn new vocabulary words as the teacher pauses to explain unfamiliar words and models other comprehension strategies. Student discussions after reading supports their comprehension and vocabulary development (Reutzel & Cooter, 2016). Graphic Organizers-Reutzel and Cooter (2016) define graphic organizers as visual representations of key story elements and the interrelationships among these parts.-Graphic organizers are used in comprehension instruction to facilitate the growth of students independent comprehension strategies. The use of graphic organizers also encourages students to independently make meaning of the text they are reading (Hollenbeck & Saternus, 2013). -Examples of graphic organizers include: Venn diagrams, literature webs, KWL charts, and story maps (Reutzel & Cooter, 2016)

Word WallsTeachers should create Word Walls to post high frequency words or new vocabulary words. The word wall should be placed where students can easily see it as they read and write (Reutzel & Cooter, 2016).

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Transitional, Intermediate and Advanced Literacy LearnersAccording to the Key Components of Literacy Transitional, Intermediate and Advanced Literacy Learners benefit from direct explicit vocabulary instruction. Students are reading a variety of genres independently and their comprehension is developing. Reading comprehension becomes a more complex process and students are required to make connection to and between texts. Students are begin to think about the meaning of texts on deeper levels than before (Laureate Education, 2014).Common Core Standards From Grade 4 and 5 that align with comprehension Instruction for Transitional, intermediatE and Advanced Literacy learners:CCSS.ELA-LITERACY.SL.4.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners ongrade 4 topics and texts, building on others' ideas and expressing their own clearlyCCSS.ELA-LITERACY.RF.5.4.ARead grade-level text with purpose and understanding.CCSS.ELA-LITERACY.RF.4.4.CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

Common core state standards initiative. (2012b). English language arts standards: Reading:Foundational skills: Kindergarten. Retrieved from http://www.corestandards.org/ELA-Literacy/RF/K

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Student ComprehensionCognitive AspectsAffective AspectsOther aspects such as student engagement, motivation, and self efficacy influence reading instruction and affect student comprehension (Afflerback et al., 2013).Metacognition plays a crucial role in comprehension development. As students become aware and monitor the process of comprehension they become more successful skilled readers (Anastasiou & Griva, 2009).Cognitive skills such as phonemic awareness, phonics, fluency, and vocabulary influence comprehension and are important elements of reading development. These cognitive elements are often assessed to determine a students reading development and success (Afflerbach et al., 2013).

Aquiring new vocabulary through book discussion group lesson grades 3-5 Objectives:SWBAT develop new strategies to enhance reading comprehension. SWBAT locate unfamiliar words in a story and determine their meaning using a variety of strategies (prior knowledge, context clues, group discussion, media sources).Overview:-Teacher reads passage from Pink and Say-Teacher models how to chose a challenging vocabulary word: erratically and models how to find the definition and synonyms from dictionary.com and thesaurus.com-Small groups with students who have the roles of Vocabulary Enricher, Literary Luminary, Connector, Discussion Director and Summarizer discuss unknown words in the passage they read and find the definition and synonyms using the media sources.International Reading Association (IRA) and National Council of Teachers of English (NCTE), 2014).

Comprehension Strategy Vs. Instructional strategyComprehension strategy students used in the lesson:Students in the lesson used metacognition to monitor themselves as they read the passage to identify unfamiliar words (Hollenbeck & Saternus, 2013). Students used their schema and media source to find the meaning (definition) of the word to help them understand the story better. Students also engaged in discussions to connect prior knowledge to the new vocabulary word and the context in which it was used in the passage (IRA and NCTE, 2014a).Instructional Strategy used by Teacher:The teacher demonstrated and modeled how to stop at unfamiliar words through a read aloud. She explicitly modeled how to find the definition and synonyms of the word erratically through media sources. She then reread the sentence showing her new understanding.

Comprehension in the classroomComprehension StrategiesStudents make inferences about characters through information in the text and schema and find evidence from the text to support inferences.Students ask questions before reading, during and after readingStudents use graphic organizers to organize and remember what they read in the text (Laureate Education, 2014g).Students monitor comprehension through regulating, checking for understanding, and repairing while reading by rereading, changing reading rate, or going back into the text (Laureate Education, 2014i).Instructional strategiesRead AloudsExplicit modeling of comprehension strategies.Explicit vocabulary instructionUse of graphic organizers to model comprehension strategies and metacognition.Word Walls in the classroom to display new and challenging vocabulary.Picture walk/previewing textThink/pair/share collaborative student discussions(Reutzel & Cooter, 2016)

ReferencesAfflerbach, P., Cho, B.-Y., Kim, J.-Y., Crassas, M. E., & Doyle, B. (2013). Reading: What else matters besides strategies and skills? The reading teacher, 66(6), 440-448.

Anastasiou, D. & Griva, E. (2009). Awareness of reading strategy use and reading comprehension among poor and good readers. IIkogretim online. 8(2). 283-297.

Common core state standards initiative. (2012b). English language arts standards: Reading:Foundational skills: Kindergarten. Retrieved from http://www.corestandards.org/ELA-Literacy/RF/K

Harvey, S., & Goudvis, A. (2013). Comprehension at the core. The reading teacher. 66(6) 432-439. doi:10.1002/TRTR.1145

Hiebert, E. H., & Pearson, P. D. (2013). What happens to the basics?Educational Leadership,70(4), 4853.

Hollenbeck, A. F., & Saternus, K. (2013). Mind the comprehension iceberg: Avoiding titanic mistakes with the CCSS.The Reading Teacher, 66(7), 558568.Retrieved from the Walden Library databases.

International Reading Association (IRA) and National Council of Teachers of English(NCTE). (2014a).ReadWriteThink. Retrieved fromhttp://www.readwritethink.org/search/?grade=13&resource_type=6&learning_objective=8

Laureate Education, Inc. (Producer). (2014g). Conversations with Ray Reutzel: Supporting comprehension [Audio file]. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2014i). Metacognition: Thinking about thinking [Multimedia file]. Baltimore, MD: Author.

Reutzel, D. R., & Cooter, R. B., Jr. (2016).Strategies for reading assessment and instructionin an era of common core standards: Helping every child succeed(5th ed.).Boston, MA: Pearson.

Wren, S., Litke, B., Jinkins, D., Paynter, S., Watts, J., & Alanis, Iilana (2000). Cognitive foundations of learning to read: A framework. SEDL. Retrieved from http://www.sedl.org/reading/framework/

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