In this chapter comprehension is said to be the for reading. Good readers will be purposeful (learning, entertainment, instruction, etc.) and active (use prior knowledge and experience, figure problem and solution). Text comprehension can be improved by instruction that helps readers use specific comprehension strategies. These strategies include: monitoring comprehension, where the kids are aware of what they do and do not understand and how to fix it; using graphic and semantic organizers, pick out maid point or thing and tell info about it; answering questions, teacher ask questions over what they read; generating questions, is teaching students to ask their own questions about what they just read; reconginizing story structure, is knowing how the content and events of a story are put into the plot; and summarizing, summing up what they just read. Students can also learn comprehension strategies. Explict or direct stragtegy instruction is the best used diect by direct explanation, modeling, guided pratice, or application. Can also be taught through cooperative learning. Using effective and mulitple-strategy instruction really helps kids and teach them different ways. Comprehension instruction should begin as soon as they begin reading; do not wait until the basics are fully known and understood. Also, making use of prior knowledge will help teach kids, along with mental imagery. This helps me because sometimes they have reading class when I am in there or helping with their reading homework or late work. It shows the many ways kids learn.
(Put Reading First The Research Building Blocks for Teaching Children to Read by: Bonnie B. Armbuster, Fran Lehr, and Jean Osborn)
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