Comprehension
strategies are conscious plans — sets of steps that good readers use to make
sense of text. Comprehension strategy instruction helps students become
purposeful, active readers who are in control of their own reading
comprehension. The seven strategies here appear to have a firm scientific basis
for improving text comprehension
1. Monitoring
comprehension
Students who are good at monitoring their
comprehension know when they understand what they read and when they do not.
They have strategies to "fix" problems in their understanding as the
problems arise. Research shows that instruction, even in the early grades, can
help students become better at monitoring their comprehension.
Comprehension monitoring instruction teaches
students to:
- Be aware of what they do understand
- Identify what they do not understand
- Use appropriate strategies to resolve problems in comprehension
2.
Metacognition
Metacognition can be defined as "thinking
about thinking." Good readers use metacognitive strategies to think about
and have control over their reading. Before reading, they might clarify their
purpose for reading and preview the text. During reading, they might monitor
their understanding, adjusting their reading speed to fit the difficulty of the
text and "fixing" any comprehension problems they have. After
reading, they check their understanding of what they read.
Students may use several comprehension monitoring
strategies:
- Identify where the difficulty occurs
"I don't understand the second paragraph on page 76."
- Identify what the difficulty is
"I don't get what the author means when she says, 'Arriving in America was a milestone in my grandmother's life.'"
- Restate the difficult sentence or passage in their own words
"Oh, so the author means that coming to America was a very important event in her grandmother's life."
- Look back through the text
"The author talked about Mr. McBride in Chapter 2, but I don't remember much about him. Maybe if I reread that chapter, I can figure out why he's acting this way now."
- Look forward in the text for information that might help them to resolve the difficulty
"The text says, 'The groundwater may form a stream or pond or create a wetland. People can also bring groundwater to the surface.' Hmm, I don't understand how people can do that… Oh, the next section is called 'Wells.' I'll read this section to see if it tells how they do it."
3. Graphic and
semantic organizers
Graphic organizers illustrate concepts and
relationships between concepts in a text or using diagrams. Graphic organizers
are known by different names, such as maps, webs, graphs, charts, frames, or
clusters.
Regardless of the label, graphic organizers can
help readers focus on concepts and how they are related to other concepts.
Graphic organizers help students read and understand textbooks and picture
books.
Graphic organizers can:
- Help students focus on text structure "differences between fiction and nonfiction" as they read
- Provide students with tools they can use to examine and show relationships in a text
- Help students write well-organized summaries of a text
Questions can be effective because they:
·
Give students a purpose for reading
·
Focus students' attention on what they are to learn
·
Help students to think actively as they read
·
Encourage students to monitor their comprehension
Help students to review content
and relate what they have learned to what they already know
The Question-Answer Relationship strategy (QAR) encourages students to
learn how to answer questions better. Students are asked to indicate whether
the information they used to answer questions about the text was textually
explicit information (information that was directly stated in the text),
textually implicit information (information that was implied in the text), or
information entirely from the student's own background knowledge.
There are four different types of questions:
"Right There"
Questions found right in the text
that ask students to find the one right answer located in one place as a word
or a sentence in the passage.
Example: Who is Frog's friend?
Answer: Toad
"Think and Search"
Questions based on the recall of facts that
can be found directly in the text. Answers are typically found in more than one
place, thus requiring students to "think" and "search"
through the passage to find the answer.
Example: Why was Frog sad?
Answer: His friend was leaving.
"Author and You"
Questions require students to use what they
already know, with what they have learned from reading the text. Student's must
understand the text and relate it to their prior knowledge before answering the
question.
Example: How do think Frog felt
when he found Toad? Answer: I think that Frog felt happy because he had not
seen Toad in a long time. I feel happy when I get to see my friend who lives
far away.
"On Your Own"
Questions
are answered based on a students prior knowledge and experiences. Reading the
text may not be helpful to them when answering this type of question.
Example: How would you feel if your best
friend moved away? Answer: I would feel very sad if my best friend moved away
because I would miss her.
5. Generating questions
By generating questions, students become aware of whether they can answer
the questions and if they understand what they are reading. Students learn to
ask themselves questions that require them to combine information from
different segments of text. For example, students can be taught to ask main
idea questions that relate to important information in a text.
6. Recognizing story structure
In story structure instruction, students learn to identify the categories
of content (characters, setting, events, problem, resolution). Often, students
learn to recognize story structure through the use of story maps. Instruction
in story structure improves students' comprehension.
7. Summarizing
Summarizing requires students to determine what is important in what they
are reading and to put it into their own words. Instruction in summarizing
helps students:
- Identify or generate main ideas
- Connect the main or central ideas
- Eliminate unnecessary information
- Remember what they read
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