QUOTABLE
"BOOKS ARE THE QUIETEST AND MOST CONSTANT OF FRIENDS; THEY ARE THE MOST ACCESSIBLE AND WISEST OF COUNSELLORS, AND THE MOST PATIENT OF TEACHERS."
Charles W.Eliot
The Happy Life (1896)
SOME THOUGHTS ON COMPREHENSION
As children reach the fourth/fifth grade level, their ability to comprehend gets put to the test.You may have witnessed a slump in their interest in reading as well as certain skills. Comprehension is an active process that calls for the integration and use of many and varied strategies and skills. In order to improve reading comprehension in students, research recommends:
*Teach decoding skills.
*Teach vocabulary.
*Encourage students to build knowledge through reading and to relate what they know to what they read (e.g.,by asking questions about factual knowledge in text).
*Teach students to use a repertoire of active comprehension strategies, including prediction, analyzing stories with respect to story grammar elements, question asking, image construction and summarizing.
*Encourage students to monitor their comprehension, noting explicitly whether decoded words make sense and whether the text itself makes sense. When problems are detected, students should know that they need to reprocess (e.g., by attempting to sound out problematic words again or rereading).
This instruction is long term, for there is much to teach and much for young readers to practice.
For specific problems use the "All Kinds of Minds" website below. (Click on: Resources>Learning Base)or the literacy.uconn.edu/compre.htm site.
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