User:Teacher Reader

Reading and Comprehension Resources

Reading and Comprehension are critical areas within the curriculum of any school. However, it is often found that enough emphasis is not placed on these areas. Some teachers and parents often claim that the teaching of reading and comprehension is too difficult or too much of a challenge. This certainly does not need to be the case as the ability to read and understand is required in every aspect of life. It is therefore important that teachers are able to teach reading and comprehension skills, rather than just test them. This Wiki page therefore seeks to provide critical information and resources for teachers, parents and anyone who wishes to assist readers in gaining critical reading comprehension skills.

What is Comprehension? Comprehension is the understanding and interpretation of what is read (Reading Rockets, 2019). According to k12 Reader (2018) reading comprehension is the act of understanding what you are reading. Adequately understanding what is read, depends on a person’s ability to (1) decode what they read; (2) make connections between what they read and what they already know (prior knowledge); and (3) think deeply about what they have read (Reading Rockets, 2019). Comprehension requires sufficient vocabulary so readers are able to draw conclusions about what they read (Reading Rockets, 2019). It occurs before, during and after a person reads a particular piece of writing. The reader constructs meaning from what is read.

Here are common errors made by young readers:

Major Types of Decoding Errors: 1. Mispronunciations 2. Substitutions 3. Phonetic Inaccuracy 4. Word Confusion 5. Poor Word Attack Skills 6. Omission of Structural Analysis Markers

Major Types of Oral Reading Fluency Errors 1. Hesitations 2. Repetitions 3. Pause 4. Poor automaticity of word attack skills 5. Poor phrasing 6. Slow rate of reading 7. Very little stress 8. Little or no attention to expressive reading

MAJOR TYPES OF COMPREHENSION ERRORS 1. Vocabulary items 2. Inferential skills 3. Critical thinking performance

Major Types of Structural Analysis Errors: Omissions of:

• Syllabication • Contractions • Possession markers • Plurals • Tense Markers ed

The whole notion of construction of meaning is built on the schema theory. This theory focuses on how information from text becomes integrated with the reader’s prior knowledge to facilitate the comprehension process.

The following activities can be used to facilitate meaning:

Pre-Reading Activities Discussing Predicting Questioning Inference Identifying important information Researching Vocabulary work

During Reading Activities Answering questions Formulating questions Checking and making predictions Visualizing Summarizing Making journal entries

Post-Reading Activities Retelling Writing in response to text Answering questions Completing worksheets Conducting research Doing enrichment activities.

BUILDING A LITERACY RICH ENVIRONMENT

Key Areas of Reading Development 1. Learner Characteristics (Physiological, psychological & Schema / Experiences) 2. Reading is developed in Stages (Birth to Adulthood) 3. Emergent Language Development (Building a foundation for reading) 4. Word Recognition Development (Words & Meanings in context) 5. Comprehension Development (Thinking & Understanding text) 6. Structural Analysis (Changes to words & word building) 7. Reading Fluency (Accuracy, Smoothness & Automaticity during read.) 8. Holistic Reading Development (Reading connected with all other language strands & cross curriculum connections) 9. Planning for instruction (Planning on the standard core areas of instruction.) 10. Motivation (Keeping the interest in reading)

COMPONENTS OF WORD RECOGNITION INSTRUCTION Reading Programmes should include these areas: 1. Sight words development 2. Phonetic / Phonological skills 3. Syllabication skills (An aspect of structural analysis) 4. Word study / semantic vocabulary skills 5. Contextual application of vocabulary 6. Structural Analysis skills (Changes to words / word building markers)

Strategies & Activities: Improving Reading Fluency • Word Study before reading (Structure & Meaning) • Breathing deeply before reading • Practice with reading phrases & sentences • Finger tracking • Use of tracking aids • Opportunities for reading aloud • Neurological Impressed Method • Echo reading • Listening to radio stories • Listening to modeled reading • Reading sentences with various punctuation marks • Re-reading Opportunities

Motivating the Learner Reader: Approaches, Tools & Strategies

Include a few of these aspects in your reading sessions: • Pre-reading activity • Discussion • Activity • Role Play / Drama • Tours • Films • Art & Designing • Student opinion • Student choice • Research • Games • Creative Arts & Vocational activities • Authentic text & experiences (Familiar topics & experiences)

Answering Comprehension Questions

Understanding how to answer comprehension questions is a must before actually testing comprehension. The Question-Answer Relationship (QAR) is a strategy developed by Raphael (1986) and presented by the National Behaviour Research Services. QAR focuses teaching on three strategies for helping students find and develop the appropriate answers to questions asked based on the passage examined. It looks at: • Locating information • Showing text structures and how the information is organized • Determining when an inference or reading between the lines is required.

The Question-Answer Relationship consists of four levels of questions: • Right There- in which the answer is in one place in the text • Think and Search – the answer is stated in the test but must pieces of information must be combined to fully answer the question. • Author and Me – the author gives clues that are combined with what you know to figure out the answer • On My Own – knowledge of the text/topic is required but the answer comes from your head.

Here is an example of a culturally relevant passage for ages 8-10 years, followed by questions testing lower order and higher order skills.

READING Passage 1

Many Barbadians gathered in National Heroes Square on Sunday, 11 November as Bridgetown became a place of reverence and remembrance. They joined with Governor General Dame Sandra Mason, Prime Minister Mia Mottley as well other specially invited guests from Barbados and around the world, to pay respects to those who served in the armed forces at the Remembrance Day Service and Parade. Barbados paid tribute to veterans of the two World Wars and those who lost their lives during those conflicts, as it observed Remembrance Day along with other countries across the globe. The parade and short service were held at the Cenotaph, National Heroes Square, in the city. Several armed and unarmed units paraded, including the Barbados Defence Force, the Royal Barbados Police Force, the Boy Scouts and Girl Guides, the Barbados Legion and many more. The Governor General, Prime Minister and other guest laid poppy wreaths at the war memorial. The members of the Barbados Legion and the Barbados Poppy League suggested that there has been a decline in the funds going to the annual poppy drive and therefore urged persons across the country to give generously to the needy veterans. (193 Words)

Comprehension Questions

1. Name one group which was on parade. (recall) One group was the B’dos Defence Force/Royal B’dos Police Force/Boy Scouts/Girl Guides/B’dos Legion 2. What word in the passage means ‘to reduce or lessen? (vocabulary) The word ‘decline’. 3. How can we assist the needy veterans? (recall) We can assist by giving generously. 4. What is the passage mainly about? (main idea) The passage is mainly about the activities surrounding Remembrance Day. 5. Why do you think it is important to offer support to the veterans? (inference) It is important because they have served their country and we should be thankful. / Some of them may have been injured or are ill and are in need of help.

Here is an example of a culturally relevant passage for ages 6-8 years, followed by questions testing lower order and higher order skills.

READING Passage 2

Kim is seven years old and loves to take part in outdoor games. She loves racing against her friends and playing jump rope and hopscotch. Kim knows that exercise is very good for her growing body.

Mr. King, who teaches Physical Education at Kim’s school, said that exercise helps to make her muscles strong. He also said that exercise helps the heart to pump blood with oxygen all over the body and keeps fat from building up under the skin.

Kim’s parents Mr. and Mrs. Babb also make sure that Kim eats a balanced diet of fruits, vegetables, cereals, grains and foods from animals. Kim knows that exercise and a well-balanced diet would keep her weight down and benefit her now and in the future. She enjoys doing all she could to have a healthy mind and body.

(138 words)

Comprehension Questions 1. What subject does Mr. King teach? ( recall ) Mr. King teaches Physical Education. 2. What do you think is Kim’s last name? ( inference ) Kim’s last name may be Babb. 3. Give the passage a suitable title. (main idea) A suitable title is ‘The Benefits of Exercise’/ Kim Gets Healthy through Diet and Exercise. 4. Which word in the passage means ‘the food usually eaten by a person’ (inference) The word ‘diet’ means the food usually eaten. 5. What do you think would happen if Kim always stayed indoors and ate only salty and sugary snacks? (predicting) I think Kim might gain weight/ become unhealthy.

References