This document discusses the importance of supporting comprehension in instruction for grades 4-6. It identifies several effective comprehension strategies like activating prior knowledge, identifying main ideas, questioning, and summarizing. These strategies help with gaining new knowledge, checking for understanding, and combining main ideas. Comprehension strategies aid understanding text, while instructional strategies guide students to enhance comprehension through methods like visual representations and collaboration. Both are important, with comprehension strategies focusing on understanding and instructional strategies providing learning situations.
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1. The Importance of Supporting
Comprehension in Instruction
By Kendra Wright
2. What does it mean to support
comprehension in instruction?
Get to know your reader
◦ Oral language development
◦ Word recognition fluency
◦ World and domain knowledge and
experiences
◦ Motivation, purposes, goals, and
strategies
3. What comprehension strategies and
instructional strategies are effective
for grades 4-6?
Activate prior knowledge
Identifying main ideas
Questioning
Summarizing
4. Why are these comprehension strategies the
most effective to support transitional,
intermediate, and advanced literacy learners?
Activating prior knowledge helps gain
new knowledge
Check for understanding
Combine main ideas
5. How do cognitive and affective
aspects inform comprehension?
Foundations of learning to read
Skills
Emotions
Attitude towards reading
6. What comprehension strategy and
instructional strategy were used in my
lesson?
Comprehension
◦ Background knowledge
◦ Check for understanding
◦ Vocabulary check
Instructional
◦ Visual representation
◦ Compose comprehension in head
◦ Collaboration
7. How do comprehension
strategies and instructional
strategies differ?
Comprehension helps with
understanding the text
Instruction helps guide students into
specific situations to enhance
comprehension
8. References
International Reading Association (IRA) and National Council of Teachers of
English. (2014a).ReadWriteThink. Retrieved
from http://www.readwritethink.org/search/?grade=13&resource_type=6&lear
ning_objective=8
Laureate Education (Producer). (2014g). Conversations with Ray Reutzel:
Supporting comprehension [Audio file]. Baltimore, MD: Author.
Parr, C., & Woloshyn, V. (2013). Reading Comprehension Strategy
Instruction in a First-Year Course: An Instructor's Self-Study. Canadian
Journal For The Scholarship Of Teaching And Learning, 4(2)
Reutzel, D. R., & Cooter, R. B., Jr. (2011). Strategies for reading assessment
and instruction: Helping every child succeed (4th ed.). Boston, MA: Pearson.
SEDL. (2013). Cognitive elements of reading. Retrieved
fromhttp://www.sedl.org/reading/framework/elements.html
Editor's Notes
In order to support comprehension in instruction, teachers need to know their readers. The first thing teachers need to know is where their students are developmentally. If students do not have strong oral language development, their literacy learning will be hindered. Lack in literacy learning in reading and writing “are the single most common reason for referrals to special education (Warren, 2001 restated by Reutzel & Cooter, 2011).” the next thing a teacher needs to know is if students have fluent word recognition. Students will not be fluent readers if they do not have word recognition fluency. Reutzel and Cooter (2011) explain that students are not considered fluent if they do not understand what they read. World and domain knowledge is next. Teachers need to explore students’ schema. Students can draw on related concepts, events, emotions, and roles to enhance their comprehension (Reutzel & Cooter, 2011). Lastly, students need to have motivation, understand the purpose for reading, set goals, and use strategies to guide their comprehension. Teachers need to give students various motivational aspects to influence students’ engagement in reading, including choice, challenge, and control of texts they choose (Reutzel & Cooter, 2011). Teachers can assess student understanding of purpose, goals, and strategies used in building their reading comprehension, which will help guide teacher instruction. In order to do this, teachers need to have “a repertoire of successful and proven assessment and instructional alternatives available to assist children in activating their prior knowledge, select effective comprehension strategies, and increase their engagement and motivation (Reutzel & Cooter, 2011).” These are all examples of ways teachers can support comprehension in instruction.
Now that the importance of comprehension instruction has been addressed, it is time to focus on specific comprehension strategies that are effective for students in grades 4-6. Researchers have found strategies that promote students’ reading comprehension, including activating prior knowledge, identifying main ideas, questioning, and summarizing (International Reading Association, 2007; Pressley & Warton-McDonald, 1997; RAND Reading Study Group, 2002 restated by Parr & Woloshyn, 2013). Reutzel and Cooter (2013) also explain how schema is an important strategy for students to use because it helps them to form their “own unique, vast, interconnected associated meanings (p.276).”
Now, why are these strategies effective in supporting transitional, intermediate, and advanced literacy learners? I feel that any student can benefit from activating prior knowledge. All students come with prior knowledge on topics. If they start by having a previous experience, emotion, or concept in mind, they will be able to successfully comprehend what they read and they can use their memory to relate to the new concepts, understand the reading, and learn from reading new texts (Reutzel & Cooter, 2011). Checking for understanding is important because they can make sure what they read makes sense. Then, if it does not, students can ask more questions, such as “How can I resolve the inconsistency?(Parr & Woloshyn, 2013, p. 4)” to help guide their comprehension. Last, students can combine main ideas of the text to form a description of the original reading (Parr & Woloshyn, 2013). This is an important strategy to support advanced learners because in order to summarize a story, students need to be able to activate prior knowledge and check for understanding effectively. Students understand the main ideas and organize them effectively to share the author’s arguments and positions (Parr & Woloshyn, 2013). Transitional and intermediate learners may be able to combine main ideas in a direct or guided reading instructional lesson. That way, the teacher can assist them in organizing and presenting the main ideas. Each of these strategies will assist transitional, intermediate, and advanced literacy learners in different ways.
First of all, there are many aspects that inform comprehension. The most important aspect is learning if students have strong foundational reading skills. The foundational skills that support reading comprehension are language comprehension and decoding, which both are skills that depend on more fundamental skills (SEDL, 2013). Once students have these two skills, their reading comprehension can be fully supported. Not all students develop foundational skills at the same rate, so teachers must take this into consideration when instructing students on reading comprehension. The next aspect that informs comprehension are affective aspects. This includes motivation, attitude towards reading, and compliance. If students are not motivated to read or engaged while reading, their reading comprehension will be affected (Reutzel & Cooter, 2011). It is important for students to have a choice in the text they read, be challenged, and collaborate in order to enhance their reading comprehension (Reutzel & Cooter, 2011). Teachers need to take these cognitive aspects into consideration when teaching reading comprehension skills.
I analyzed a lesson called “Creating a Feast for the Senses With Mentor Texts” by Mya Mikkelsen (International Reading Association (IRA) and National Council of Teachers of English, 2014). The comprehension strategies used in this lesson include activating prior knowledge, check for understanding, and vocabulary check. The teacher told students she was going to read them a book and they had to visual the story in their minds before she showed them the picture. After giving them time to think of their own image, she showed them the picture. Then, students explored words or phrases that helped them visual and create sensory images (International Reading Association (IRA) and National Council of Teachers of English, 2014). Once the teacher finished her mini lesson with students and taught them strategies to find sensory writing within a text, students were given examples to analyze with a partner. Students added sensory writing to the example they analyzed, and eventually students had to revise their own writing for sensory writing.
At last, we come to the difference between comprehension strategies and instructional strategies. Comprehension strategies are tools students use to understand the text they read. These strategies are taught to students by their teachers. The teacher is the one who creates the right environment for students to learn procedures and routines needed for collaboration and cooperation in group work (Laureate Education, 2014). By creating these environments, teachers are setting students up for success in understanding the text they read. Teachers also instruct students on specific comprehension strategies to help them think about the books they read and comprehend them as they go. Comprehension and instructional strategies go hand in hand. They cannot be separated.
