Monitor COmprehension
Research tells us that proficient readers track or monitor their understanding and that they apply strategies as needed (Pressley, 2002). As they read, these readers constantly ask themselves, “Does that make sense?” Then, when they realize their comprehension is faltering, they apply strategies (such as rereading) to increase their understanding. The ability to monitor one’s own comprehension is thought to be the first step toward becoming a strategic reader (Baker, 2002).
Detailed application with examples strategies you can use with students in your class.
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This lesson has students summarizing a short fictional story.
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Example
Interactive think AloudIn Interactive Think Aloud (Lapp, Fisher, & Grant, 2008), the teacher literally thinks aloud, modeling how to monitor her own comprehension.
According to page 77 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, "The goal is for students to watch the proficient reader model this strategy, then practice while the teacher guides them, until students eventually gain control over their own comprehension." |
Resources
Baker, L. (2002). Metacognition in reading comprehension. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77–95). New York: Guilford Press.
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.
Kerbs, M. (2014). Teaching through mentor texts: Monitoring comprehension. Retrieved from https://www.youtube.com/watch?v=IkuF4NiPb4U
Darras0077. (2010). Think aloud comprehension strategy: monitoring. Retrieved from https://www.youtube.com/watch?v=iupcVlUapAU
Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction. (pp. 291–309). Newark, DE: International Reading Association.
Baker, L. (2002). Metacognition in reading comprehension. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77–95). New York: Guilford Press.
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.
Kerbs, M. (2014). Teaching through mentor texts: Monitoring comprehension. Retrieved from https://www.youtube.com/watch?v=IkuF4NiPb4U
Darras0077. (2010). Think aloud comprehension strategy: monitoring. Retrieved from https://www.youtube.com/watch?v=iupcVlUapAU
Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction. (pp. 291–309). Newark, DE: International Reading Association.