Introduction
This is a teaching resource for beginning teachers that introduces the subject of reading comprehension strategies and focuses on two important approaches (found in the research) of the strategies. Thus, hopefully narrowing the vast topic to some extent and serving as an information springboard for beginning teachers. The two ideas to be focused on are:
1. Comprehension strategies should be taught explicitly
2. Comprehension strategies should be taught using substantive themes, topics and content.
1. Comprehension strategies should be taught explicitly
2. Comprehension strategies should be taught using substantive themes, topics and content.
A Place to Start
A helpful way to start thinking about the teaching of reading comprehension strategies is to consider what it is that established readers do as part of the reading process. This will hopefully help define some specific strategies and, in turn, point us in the direction of what is crucial for young readers. “We know a great deal about what good readers do when they read:
• Good readers frequently make predictions about what is to come […]
• Good readers construct, revise, and question the meanings they make [...]
• They monitor their understanding of the text, making adjustments in their reading as necessary […]
• When reading expository text, these readers frequently construct and revise summaries of what they have read” (Duke & Pearson. 2002, p. 205-206).
• Good readers frequently make predictions about what is to come […]
• Good readers construct, revise, and question the meanings they make [...]
• They monitor their understanding of the text, making adjustments in their reading as necessary […]
• When reading expository text, these readers frequently construct and revise summaries of what they have read” (Duke & Pearson. 2002, p. 205-206).
References:
Duke, N., & Pearson, P. (2002). Effective practices for developing reading comprehension. What Research has to say about Reading Instruction, 3, 205-242.
Duke, N., & Pearson, P. (2002). Effective practices for developing reading comprehension. What Research has to say about Reading Instruction, 3, 205-242.