Comprehension Strategies
Running head: COMPREHENSION STRATEGIES ESSAY
Comprehension Strategies Essay
Mavis Shreve
Grand Canyon University
Curriculum, Methods and Assessment: Literacy and Language Arts 4-8
EED 475
Karen Montgomery
January 21, 2012
Comprehension Strategies Essay There are several components that are involved in reading. One of the most important is comprehension. The very reason for reading is to understand and learn what is being read. That very thing is what reading comprehension means. Different strategies are needed to teach the comprehension of the different forms or types of text. Three of these types of text are narrative, expository and poetry. (Montgomery, 2011, Section Text structure) Narrative text can be fictional or nonfictional. It is usually a story that contains characters, setting, and a plot. Narrative writing has a logical sequence and can be easier for readers to comprehend. Many times narrative texts are read just for pleasure or in a more leisure setting. It is usually more enjoyable reading. Expository texts can be more difficult to comprehend. Textbooks and reference books fall under this type of text structure. These texts are filled with factual information and most of the time the information is not presented in a particular sequence. They are also filled with difficult and sometimes new or unknown vocabulary to the reader. All of these factors are what make comprehending this type of text more difficult. The last type of text structure is poetry. Poetry can be fun and sometimes easier to comprehend because of that fact. There are several forms of poetry. There are rhymes, story poems, and free verse poems. Rhyming can be one of the easiest for younger students because it has a rhyme and rhythm to it. Story poems are just what they say they are stories written in poetry form. “Hiawatha” is one of these. Then there is free verse poetry which is poetry without rhyme. (Montgomery, 2011, Section Text
Comprehension Strategies Essay
Mavis Shreve
Grand Canyon University
Curriculum, Methods and Assessment: Literacy and Language Arts 4-8
EED 475
Karen Montgomery
January 21, 2012
Comprehension Strategies Essay There are several components that are involved in reading. One of the most important is comprehension. The very reason for reading is to understand and learn what is being read. That very thing is what reading comprehension means. Different strategies are needed to teach the comprehension of the different forms or types of text. Three of these types of text are narrative, expository and poetry. (Montgomery, 2011, Section Text structure) Narrative text can be fictional or nonfictional. It is usually a story that contains characters, setting, and a plot. Narrative writing has a logical sequence and can be easier for readers to comprehend. Many times narrative texts are read just for pleasure or in a more leisure setting. It is usually more enjoyable reading. Expository texts can be more difficult to comprehend. Textbooks and reference books fall under this type of text structure. These texts are filled with factual information and most of the time the information is not presented in a particular sequence. They are also filled with difficult and sometimes new or unknown vocabulary to the reader. All of these factors are what make comprehending this type of text more difficult. The last type of text structure is poetry. Poetry can be fun and sometimes easier to comprehend because of that fact. There are several forms of poetry. There are rhymes, story poems, and free verse poems. Rhyming can be one of the easiest for younger students because it has a rhyme and rhythm to it. Story poems are just what they say they are stories written in poetry form. “Hiawatha” is one of these. Then there is free verse poetry which is poetry without rhyme. (Montgomery, 2011, Section Text
References: Akhondi, M., Malayeri, F., & Samad, A. (2011). How to Teach Expository Text Structure to Facilitate Reading Comprehension. Reading Teacher, 64(5), 368-372. doi:10.1598/RT.64.5.9 Calo, K. M. (2011). Comprehending, Composing, and Celebrating Graphic Poetry. Reading Teacher, 64(5), 351-357. doi:10.1598/RT.64.5.6 Lippman, S. (2011). Reading comprehension [Syllabus]. Retrieved from Grand Canyon University; Angel Learning : http://angel03.gcu.edu/section/default.asp?id=541971 Montgomery, K. (2011). Comprehension [Syllabus]. Retrieved from Grand Canyon University;Angel: http://angel03.gcu.edu/section/default.asp?id=559124 Morgan, M. F., Moni, K. B., & Jobling, A. (2009). Who? Where? What? When? Why? How? Question words – What do they mean?. British Journal of Learning Disabilities, 37(3), 178-185. doi:10.1111/j.1468-3156.2008.00539.x Santoro, L., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary. Reading Teacher, 61(5), 396-408. Retrieved from EBSCOhost West Virgina Department of Education (n.d.). kWL Charts. Retrieved September 5, 2011, from: http://wvde.state.wv.us/strategybank/KWLCharts.html