This is a PowerPoint presentation that was done for homework for the class RED4348. It presents information on some before, during, and after reading strategies.
There is so much that one can do when it comes to reading. reading can be such a fun activity. This presentation was created to help give parents some ideas of how they can present reading to their kids. Reading is much more than just reading the word!
There is so much that one can do when it comes to reading. reading can be such a fun activity. This presentation was created to help give parents some ideas of how they can present reading to their kids. Reading is much more than just reading the word!
This SlideShare gives information on the importance of reading comprehension, two strategies for students to develop this skill, and three instructional methods for teaching reading comprehension. Enjoy!
Link to non-fiction text-
Inaugural Address by John F. Kennedy, January 20, 1961. (2005). Retrieved from http://teacher.depaul.edu/Documents/InauguralAddressbyJFKnonfictiongrades7-8.pdf
1How Does the Use of Reading Strategies Improve Achieve.docxaryan532920
1
How Does the Use of Reading Strategies Improve
Achievement in Science for Language Minority
Students?
Shannon Hicok
Glasgow Middle School
Fairfax County (VA) Public Schools
Submitted June 2000
Introduction
Two years ago, I began teaching science at Ellen Glasgow Middle School
in Fairfax County, Virginia. I realized right away that my language minority
students, especially those still in an English as a Second Language (ESL)
program, needed differentiated instruction in their mainstreamed science class.
The question then became, “How do I meet the unique needs of this population?”
This is a question with which I have continued to struggle over the past two
years.
I recognized that my ESL students had a great deal of difficulty reading
their science textbook. Although some students had success with pronunciation
and word recognition, adequate comprehension eluded them. Working with an
ESL teacher, I began to make accommodations in my instruction that seemed to
increase understanding during whole class and small group activities. However, I
was still puzzled as to how to help these students during lessons that required
individual reading.
In the 1999-2000 school year, I have had the privilege of working with a
small group of researchers who also teach language minority students. During
discussion, we agreed that improving literacy for these students should be our
primary goal and the focus of our research. Based on the difficulty my students
have experienced with reading comprehension, this is the piece of the literacy
puzzle on which I have focused.
Purpose of the Study
The purpose of this study was to identify how the implementation of
various reading strategies improved achievement in science for ESL students. I
was particularly interested in their use in the science classroom. Using data
collected from this study, I hoped to make better decisions about the type of
instruction my language minority students needed. The end result was more
confident, successful learners.
Scientific vocabulary development is an area in which language minority
students historically struggle. In addition to learning new technical terminology,
students must deal with the varied use of familiar terms. For instance, in science
class, the words table and compound have a very different meaning than they do
in most other classrooms (Chamot, 1994). For these reasons, I decided that one
of the strategies chosen for the study would specifically target vocabulary
development.
2
The remainder of the strategies chosen for the study were intended to
help make reading a more active endeavor. I chose these strategies with the
hopes that they would help students comprehend written, scientific, factual
material.
Literature Review
Much research has been done regarding the effectiveness of using
learning strategies to promote literacy. The basic premise behind this research is
that students can benefit from t ...
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3. *A KWL Chart is an
activity that can be
used for before, during,
and after reading. This
activity allows students
to identify what they
know before reading,
what they want to
know from reading, and
what they learn from
reading.
*
4. *
*This strategy groups together words that could be
read together logically. This could be done by the
teacher so students would be able to understand
how to read with fluency. A student could learn
how to do this to help with reading on a regular
basis.
5. *
*Think-Pair-Share is a strategy
designed to have students
think, work together, and
share information on what
they are doing. The students
could think-pair-share before
reading when reviewing
information they already
learned. This strategy could
be use after reading to discuss
what happened in the reading.
7. *This strategy is to get
students asking questions
regarding the reading both
during and after reading a
text.
*
8. *This strategy helps
students make inferences
about information
presented in text. Each
of the four types of
questions that are
possible to answer give
various ways to draw
inferences. On My Own
could be a question used
after reading.
*The four types of
questions:
*Right There
*Author and You
*Think and Search
*On My Own
*
9. *
*Right There questions are
questions that can be
answered by looking in
the text.
*Author and You questions
ask students to think
about what they know,
what the author states in
the text, and how it fits
together.
*Think and Search
questions can be
answered from different
parts of the text put
together.
*On My Own questions ask
students to use their own
experience to answer the
question.
10. *Within this strategy there
is turn taking for reading.
This strategy is designed to
help develop students’
fluency skills.
*
11. *This strategy helps with
fluency. Students are
put into a group and
read a passage with
expression. If they
struggle reading with
expression it should be
modeled by the teacher.
*
12. *
*Two students would be
paired together. One
student would have
higher reading levels and
the other would have
lower reading levels.
They would take turns
reading and tutoring the
other with reading.
13. *
*Graphic organizers are
used as visuals for the
connection of
information. Students
could use this strategy
during and after reading a
text.
14. *
*Within PALS a stronger
reader is paired with a
weaker reader to coach
them. The students learn to
work steadily at reading.
Students coaches learn to
teach and practice letter-
sound identification, word
reading, and connected text
reading.
16. *This strategy is helpful for the students to put the
important information from the reading into a
paragraph.
*
17. *An outline is another way
to summarize information
a student has learned from
reading. This strategy has
more structure than a
summary. It is necessary
to put information in
order.
*
18. *This strategy gets students
to start ask questions about
readings by giving them
strategy questions they
could eventually ask
themselves. This strategy
was developed by Isabel
Beck and colleagues.
*
20. *
* The jigsaw technique was
first developed in the
early 1970s by Elliot
Aronson and his students.
*In groups, each student
works on an important
part of information and
tells others in their group
about the information
they learned. As a group,
the students would be
more informed.
21. *
• Bursuck, W. and Damer, M. (2011). Teaching reading to
students who are at risk or have disabilities: A multi-tier
approach. 2nd ed. Pearson: Boston
• Aronson, E., Social Psychology Network. (2000-2014). Jigsaw
Classroom. Retrieved April 7, 2014, from:
http://www.jigsaw.org/
• WETA Public Broadcasting. (2014). Think-Pair-Share.
Retrieved April 7, 2014, from:
http://www.readingrockets.org/strategies/think-pair-share