Reading Comprehension
Effective Teaching of Reading Comprehension
Just like writing and speaking, reading comprehension is a language skill that needs to be developed in order to enhance understanding of various types of texts. For a long time, teachers have employed different strategies in an attempt to assist their students catch a glimpse of their focus. However, some of these strategies have been applied haphazardly, most often out of ignorance. As a result, most students ended up having trouble in comprehending even basic text. Nevertheless, recent years have seen language experts coming up with techniques that have proven to be effective in solving some of these reading comprehension challenges. The following presentation explores some techniques a teacher can employ to make a reading exercise a successful adventure.
Instructional Strategies
Duke and Pearson (2004) recommend a number of tested instructional strategies for assisting students acquire effective comprehension skills. Despite the existence of a variety of workable comprehension techniques, studies indicate that the application of just one of these techniques considerably improves the student's comprehension. Undoubtedly, use of a collection or packages of these strategies will serve an immense deal to solidify students' comprehension of many kinds of text.
A key strategy to ensure effectiveness in teaching comprehension is first to devise a balanced comprehension instruction. The term "balanced" is used to imply an instruction set that encompasses both the explicit instruction in given comprehension strategies and sufficient time and chance for actual reading, writing, and discussion of the text.
A proper model of comprehension instruction comprises of the following features:
1. An explicit explanation of the strategy used and its mode of application: For instance, prediction is a strategy that involves making guesses regarding what is bound to come next in the text that one is reading. Prediction should be made as often as possible.
2. Teacher and/or student modeling of the strategy in action: This involves subjecting one's mind...
visual cues come from students developing knowledge of letter/sound relationships and of how letters are formed what letters and words look like often identified as sounding out words Example 2- Phoneme Awareness -- Recognizing Rhyme Assessment (Klein, 2003). Instructor: Says two-three words that rhyme: fat, cat, bat Model: These words have the same sound at the end so they rhyme; cat and mop do not rhyme because their sound is different. Share: Listen to
Teaching English as a Second Language in Middle School The teaching of ESL (English as a second language as countered to as a language that is foreign) has usually been a specialized activity that is experienced by, if not preserved for, individuals that are conventionally mentioned to as native speakers that are native English. Since there are now a lot more nonnative language ESL teachers than there were before, the area
Convergent questions seek one or more very specific correct answers, while divergent questions seek a wide variety of correct answers. Convergent questions apply to Bloom's lower levels of Knowledge, Comprehension, and Application and may include questions like "Define nutrition," "Explain the concept of investing," and "Solve for the value of X." Divergent questions apply to Bloom's higher levels of Analysis, Synthesis, and Evaluation; are generally open-ended; and foster student-centered discussion,
Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking." (National Institute for Literacy, 2003) The importance of fluency is that: "...it provides a bridge between word recognition and comprehension." (National Institute for Literacy, nd) Examples of classroom instruction in reading that promote reading 'fluency' are monitored oral reading aloud by students and independent silent reading of a repeated nature. Vocabulary "refers
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A group approach is considered beneficial as teachers "need to rethink their traditional teaching roles and expand their repertoire of teaching skills to include techniques that help students enhance their comprehension" and students who receive individual attention may not retain it as effectively as in a group environment (Anderson 2006). There are five and a half students with special needs in the United States and nearly 80% are educated in
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