According to the research Haas and Flower conducted, only about one percent of students use the rhetorical reading strategy, which means that most students don’t criticize and analyze text that they read. Most students mainly use the Content and Feature/Functional reading strategy, rather than deconstructing the text, they just say the basic things, and summarize which brings up the question, how does the constructive process play itself out in the actual thinking process of reading? Haas and Flower purpose that readers “construct meaning by building multifaceted, interwoven, representation of knowledge” (168).…
Anne Ketch discusses the value of conversation as a strategy for reading and writing comprehension and metacognition across subjects. Specifically, she details seven cognitive strategies which form the basis of what are essentially good reading and learning habits. These include: making connections, questioning as you read, using mental imagery as a connection to layers of a text through the evocation of senses and emotions, determining what is or is not important to the understanding of a text, inferring, retelling and synthesizing information and using fix up strategies to assist readers when meaning falls apart. These strategies should be explicitly modeled and taught by the teacher, practiced and used continuously…
Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of what the writer is communicating and make the most of that information. That’s why reading comprehension skills are so important. Without them the reader cannot gather any information and use it to efficiently function and enjoy the richness of life (Marshall).…
Kucan, Linda, and Isabel L. Beck. “Thinking Aloud and Reading Comprehension Research: Inquiry, Instruction and Social Interaction.” Review of Educational Research 67.3 (1997): 271–99.…
Lippman, S. (2011). Reading comprehension [Syllabus]. Retrieved from Grand Canyon University; Angel Learning : http://angel03.gcu.edu/section/default.asp?id=541971…
parents, peers, etc.), students have the potential to increase their ability to comprehend what they read (McCown & Thomason, 2014; Mahdavi & Tensfeldt, 2013). McCown and Thomason (2014) suggest strategies that assist students in activating their prior knowledge, monitoring their own reading comprehension, determining the main idea, and reviewing what they read are necessary to improve their comprehension skills. When students are instructed on which strategies to use and how to use them, they begin to use their metacognition to select strategies to use as they approach reading (McCown & Thomason, 2014). Over time, students become comfortable using these strategies, and they begin to self-select which strategies work for certain texts, which in turn enhances their comprehension skills (McCown & Thomason, 2014; Mahdavi & Tensfeldt,…
Teaching methodologies and the popular research concerning reading comprehension has changed significantly over the decades. Reading comprehension was initially believed to be a process activated by the text alone. The new popular research indicates reading comprehension is complex and influenced by many variables (Pearson, 1987). The research indicates students need some background knowledge or basic understanding of the topic beforehand to fully comprehend the subject matter. The student’s level of prior knowledge significantly impacts reading comprehension. Pearson uses the term schema to refer to this background information or prior knowledge the reader posses beforehand, “Schema is all the ideas someone has related to a word or concept (Rumelhart, 1980). Pearson points to the study of Social Studies to demonstrate this point. The study of Social Studies and History is a continuous story covering a wide range of issues and topics, many of which require the reader to have substantial background knowledge to fully comprehend the subject…
Reading is a thinking process; it is not just about calling or recognizing the words on a page but understanding what was read. Therefore the reader must make inferences and think critically to understand the information presented. Thinking while reading will allow the reader to determine the author’s purpose, evaluate the information and apply the information presented in a meaningful way. This goes to show how important experience is in reading, because with experience the reader will be able to think critically and make sound judgments.…
In everyday life, we read many kinds of materials without being conscious whether we use any strategies to read effectively. In general terms, reading is not different from other learned human abilities such as driving, cooking, playing golf, or riding a bicycle: the more you do it, the more fluent and skillful you become. Usually, teachers are concerned with the developing in their students the ability to read, but how much attention do teachers pay to develop a habit or love of reading in their students? There are some questioned raised from time to time in my class. “Teacher, what does it mean?”, “I can understand nothing from the top to the bottom?”, “What do they ask us to do?”, or even worse “I am getting fed up with reading”. As a teacher, how can you deal with these questions and also avoid meeting them again. Extensive reading has long become an essential part in reading and it has proven to be successful in enhancing learners’ love and interest in reading. Therefore, can extensive reading helps students erase the worries, and create pleasure through reading? Can extensive reading bring development towards students’ reading skill? This essay aims to discuss extensive reading and this essay focuses on some main factors: first, introduction; second, literature review; third, application, and finally, conclusion.…
This statement means that the students who have good reading comprehension usually are able to reach high achievements school. In addition, by being able to understand textbooks and other reading materials, the students can make higher progress and development in other areas of learning language. Anderson, as cited in Nunan (2003: 68), has the same idea that reading is a necessary skill for learners of English as a second language. For most of these learners, reading is the most important skill to master in order to ensure success not only in learning English but also in the learning subjects which reading in English is…
Dana Gioia offers convincing argument on the importance of reading, which has been dramatically declining for decades. In fact, an ability to read critically is fundamental for social interactions, range of thinking and even sustainability of society. To build the argument profoundly, author uses variety of facts and studies, personal anecdote and conclusions.…
References: Critical literacy as comprehension: Expanding reader response, Journal of Adolescent & Adult Literacy Date: September 1, 2004.…
In this lesson, I focused on Jace, the second grader. I was able to hold a small group lesson in her classroom so that I could be able to assess her literacy ability first hand when it comes to critical and response perspectives. I learned of the idea of a tea party from Tompkins and decided I wanted to create a lesson that would involve this great activity (Tompkins, p. 272). The intent of the tea party was to use the critical perspective as well as the response perspective (Laureate Education, 2010). In this lesson the learners will be able to better understand the text and it should play a role in the learners’ lives in a meaningful way. The use of metacognitive strategies helps the students to think about “thinking” all through the reading process. This lesson demonstrates ways to implement the these perspective (Laureate Education, 2010).…
While designing any lesson plan, it is important to keep in mind that what is being done in the classroom affects students when they get out into the real world. Thus educators must prepare students to not only be able to learn on their own but also to feel empowered to do so. Hence, it is important to take into consideration the sociocultural perspectives in order to ensure one is not simply domesticating students for a job. Further, when specifically teaching about comprehension, as with anything, it must not be assumed that students know how to complete a task. Rather educators must focus assignments around comprehensions skills as well as content in order to appropriately teach students the discourse of a particular subject.…
In Chapter 2 “Reading: Making Meaning” Chaffee focuses on the idea of understanding, what you are reading. Therefore, in order to be productive reader, you should put all your concentration to the text, and also think critically. Moreover, author also mention, that effective reader should pay attention to the details, that you think not necessary, but after reviewing them it will help you to get full understanding of the text. For example, table of concepts, introductory paragraphs and concluding paragraphs, headings, illustrations, and different tables. Additionally, Chaffee states, that often critical readers in order to analyze the text use a problem-solving approach. Through the chapter, author bringing our attention to metacognitive…