Reading Comprehension Strategies
Comprehension is defined by Irvin reading comprehension is defined as the process of using one’s own prior knowledge and the writer’s cues from the text to infer the author’s intended meaning (Irwin, 1991). Reading Rockets takes the definition of comprehension a bit further and defines it as is the understanding and interpretation of what is read.
In order for students to fully comprehend what they're reading they need to have extensive vocabularies and know the meanings of those words. Thinking distinction between fact and opinion, important and unimportant, and reason why things happened.
In 2000, a group of researchers and educators on the National Reading Panel synthesized the results of over 200 studies of reading comprehension and identified the goals of best practice for comprehension instruction. Each of these practices is supported by research, and summarized them in a report by the Center of Instruction (Boardman, et al., 2008). These practices include: activating and building prior knowledge, using graphic organizers, summarizing, asking and answering questions, monitoring comprehension, and using multiple strategies.
According to page 97 of Dr. Mimi Miller and Nancy Veatch in their 2011 book entitled Literacy in Context (LinC): Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12, "by embedding these strategies into content area reading, teachers guide students in strategic reading that is sustained, intentional, and deepens content knowledge. The ultimate goal of comprehension strategy instruction is for students to independently use and adapt these strategies to different contexts."
Comprehension is defined by Irvin reading comprehension is defined as the process of using one’s own prior knowledge and the writer’s cues from the text to infer the author’s intended meaning (Irwin, 1991). Reading Rockets takes the definition of comprehension a bit further and defines it as is the understanding and interpretation of what is read.
In order for students to fully comprehend what they're reading they need to have extensive vocabularies and know the meanings of those words. Thinking distinction between fact and opinion, important and unimportant, and reason why things happened.
In 2000, a group of researchers and educators on the National Reading Panel synthesized the results of over 200 studies of reading comprehension and identified the goals of best practice for comprehension instruction. Each of these practices is supported by research, and summarized them in a report by the Center of Instruction (Boardman, et al., 2008). These practices include: activating and building prior knowledge, using graphic organizers, summarizing, asking and answering questions, monitoring comprehension, and using multiple strategies.
According to page 97 of Dr. Mimi Miller and Nancy Veatch in their 2011 book entitled Literacy in Context (LinC): Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12, "by embedding these strategies into content area reading, teachers guide students in strategic reading that is sustained, intentional, and deepens content knowledge. The ultimate goal of comprehension strategy instruction is for students to independently use and adapt these strategies to different contexts."
Best Practices for Comprehension Instruction (Boardman, et al., 2008)
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Resources
Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Irwin, J. W. (1991). Teaching reading comprehension processes. Boston, MA: Allyn & Bacon.
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Reading Rockets. (2015). Comprehension. Retrieved from http://www.readingrockets.org/helping/target/comprehension
Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Irwin, J. W. (1991). Teaching reading comprehension processes. Boston, MA: Allyn & Bacon.
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Reading Rockets. (2015). Comprehension. Retrieved from http://www.readingrockets.org/helping/target/comprehension