Comprehension

Comprehension

Comprehension is the understanding of what has been read at a very deep level. It involves schema, prior knowledge, metacognition and self-monitoring, reflection and reader’s response, and questions and levels of thinking. In the comprehension article by Reading Rockets (n.d.), it says that comprehension is, “the understanding and interpretation of what is read.” In order to be able to understand the text, one must decode what is read, make connections, and think deeply about the text. Comprehension helps to derive meaning from the text. In the article called “The Importance of Reading Comprehension” it states, “Without comprehension, reading is simply following words on a page from left to right while sounding them out. The words on the page have no meaning. And while people read for many different reasons, the chief goal is to derive some understanding of what the writer is trying to convey and make use of that information.” If a reader does not have comprehension skills, they will not be able to fully understand the information from the text that was read. Comprehension skills can be practiced by setting goals before reading, understanding the meaning of the words during reading, and reflecting on what was read after reading. There are many comprehension strategies to help readers understand the text. In the article by Texas Education Agency (n.d.), it states, “Good readers monitor their comprehension as they read. When they realize that they do not understand what they are reading, they apply procedures to ‘repair’ or ‘fix-up’ their lack of understanding.” Overall, comprehension is important as it helps bring meaning to the text as the reader connects, interprets and understands the information from the text.

• Vocabulary terms with definitions:

Decode: being able to read text and understand the meaning of the words.

Encode: being able to translate sounds into written words.

Implicit questions: require the reader to draw conclusions about the text.

Explicit questions: have clear and obvious answers taken right from the text.

Cooperative learning: small groups of students of different levels work together using a variety of learning activities.

Comprehension monitoring: the ability to be aware if the text is making sense while reading.

Graphic organizer: open-ended, visual that helps readers to organize ideas and communicate more effectively.

Summarizing: the reader discussed the gist and the main points of the text.

Story structure/text structure: the specific aspects of a genre that should be taught to and understood by readers.

Question generating: Readers generate questions before, during and after the reading.

Question answering: readers are able to ask questions posed to them about the reading by using the text to support their answer.

• Reading cycle: the reading cycle includes pre-reading, during reading, post-reading, and response. Pre-reading focuses on prior knowledge, vocabulary, previewing the text structure, and predicting. During-reading includes activities such as clarifying, summarizing, predicting, inferring, questioning, synthesizing, seeking answers, stopping and thinking, and word strategies. These all build on the reader’s comprehension skills. Post-reading involves clarifying and extending thinking along with providing a deeper meaning of the text. Clarifying and extending strategies involve asking what was confusing about the text, misunderstood words, summarizing, and using discussion. Deeper meaning can be constructed through reviewing, rereading portions of the text, discussion, and thoughtful reflection. Lastly, response is when the reader makes connections with the text throughout the reading and when the reader relates the text to his or her own life experiences.
• Text complexity includes three sides, like a triangle. It involves qualitative, quantitative, and reader and task. Qualitative includes the level of meaning structure, the language convection and conventions, the clarity, and the background knowledge that has a demand. The qualitative side of text complexity has to match with the students reading level and age level. Quantitative is the readability measures in other scores of text complexity. Lastly, reader and task is when the reader is matched, considering motivation, knowledge and experiences, to the task they need to do with the text which may include the purpose or complexity they need to do.
• Readability and book leveling: readability is the text that includes sentence length, the syllables or the lengths of the words. A book can be leveled using the Flesch-Kincaid formula. The formula is FKRA= (0.39 x ASL) + (11.8 x ASW) – 15.59. FKRA stands for Flesch-Kincaid Readability Average, ASL stands for the Average Sentence Length, and ASW means Average Words in a Sentence. In order to find the leveling using Raygor, one must extract 100 words from a passage. The number of sentences are then to be counted along with the number of words that contain six or more letters. Using the Raygor scale, find the number of sentences on the vertical axis and the number of words with six or more letters on the horizontal axis. Find the spot where the lines intersect to find the grade level of the passage.
• Text Structure and Organization: Narrative text structure includes the setting, character, special tools, problem, goal, climax, resolution, theme, the author’s point of view, and tone. The setting is the when and where in the book while the character is the individual who drives the action of the text. The special tools include the physical features, figurative language, emotion, and the five senses which include hear, taste, smell, touch, and sight. The problem with the story usually involves the character’s own self, a problem with others, nature, or technology. The goal of the story is either having a twist, a tragedy or crisis, or an obstacle. The climax is the turning point of the story and the resolution is when the character gives the problem one last try and then the problem is solved. The theme, or moral, of the story is the reason why the story was written. Every story usually has some type of lesson that it teaches to the reader. The author’s point of view can either be in first-person which is using words like “I” or “we” or it is in third-person which uses words like “he,” “she” and “they.” Lastly, the tone of the text is the attitude of the story. It may be dramatic, humorous, or something else. Informational text structure includes text features such as table of contents, sequence and format, charts and graphs, diagrams and illustrations, print variations, index, and glossary. It also contains some type of organizational text structure which includes cause and effect, problem and solution, questions and answers, compare and contrast, descriptive, or sequence. The table of contents is generally found at the front of the book and it shows the reader the chapters or section titles. The sequence and format is the titles and subtitles of the text. Charts, graphs and maps includes and visuals that are included in the text. These may help the reader better understand the text. Diagrams, graphics and illustrations involve being able to read the captions. Print variations are the type of text that is included in the reading. It may be bold-faced, underlined or italicized to show the reader it means something important. The index shows the reader the topic and page number that it is located in the text. Lastly, the glossary includes the definition with the vocabulary words and definitions. As for the organizational structures, cause and effect is when events, ideas or facts are causes which results in an outcome as an effect. The problem and solution is when a problem arises in the text and then it is followed by a solution. The question and answer type of text structure is when a question is posed and then it is followed by answers. Comparing and contrasting is when there are similarities and differences presented in the topics. Descriptive text structure is when the text provides information about the topic. Lastly, the sequential text structure is written in a chronological or numerical order.

• Comprehension processes: The comprehension processes include making connections, asking questions, visualizing, determining the text’s importance, making inferences, and synthesizing. Making connections involves the students knowing about themselves, about the world, and about other texts. Asking questions is when the students ask themselves questions about the text, the reaction and the author’s purpose. Visualizing is when the students are creative and visualize the text as a movie in their minds. Determining the text importance involves several steps. These steps include distinguishing on what is essential versus what is interesting, determining what is fact and opinion, determining what are the cause and effect relationships, comparing and contrasting the ideas or information, discerning between the themes, opinions and perspectives, locating the problems and solutions, naming the steps in a process, locating information that answers specific questions, and summarizing. Making inferences include using the text clues and prior knowledge to answer questions. Lastly, synthesizing is combining new information with the existing knowledge to form ideas. By doing this the students are able to develop new lines of thinking.
• Comprehension skills: The general comprehension skills include the author’s purpose, the genre, genre studies, the point of view, and to recognize the text structure. The narrative comprehension skills include identifying the character, setting, plot, sequence, figurative language, pronoun reference, theme, and the voice. The skills for informational text include determining the explicit information, generalizing, main ideas and details, cause and effect, fact and opinion, and comparing and contrasting. The text structures include summarizing, drawing conclusions and inferring, making predictions, classifying and categorizing, graphic source, and vocabulary to context.
• Instructional approaches: Based on Dr. Bendix’s information from class, it was stated that the Round Robin Reading (RRR) strategy is not an effective way to teach comprehension. Round Robin Reading is when the students read the same text one after the other while everyone else follows along. The students have a designated part of the text they will read. In the article by Finley (2014), it supports that the Round Robin Reading strategy is not an effective way to teach comprehension and reading fluency. Finley states that Round Robin Reading weakens comprehension, stigmatizes poor readers and damages fluency and pronunciation. In the article by Hilden and Jones (2012), it states, “We know of no research evidence that supports the claim that RRR actually contributes to students becoming better readers, either in terms of their fluency or comprehension.” This article further states that Round Robin slows reading rates, encourages off-task behaviors, models disfluent reading, weakens comprehension, and lowers the quantity of reading. Based on this information, Round Robin Reading is not an effective reading comprehension strategy to use in the classroom. The Reading Rockets website offers many comprehension strategies which include anticipation guides, concept maps, partner reading, summarizing, think-pair-share, and many other strategies. These strategies are all researched and have shown to be effective comprehension strategies to use in the classroom.
• Artifact: retrieved from google images.
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• Artifact: retrieved from google images.
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1. Type in 100 words
2. Count the number of sentences
3. Count the number of words with 6+ letters
4. Plot results

• Strategies:

1. Think aloud is when the teacher reads a text to the whole class or in groups while modeling comprehension strategies such as making inferences, asking questions, making connections, and other strategies. It is important that the text contains information, concepts and words the students may not know. The teacher can read the title of the book and look at the picture then predict what the book will be about. The teacher can also write his or her thoughts on a chart that all of the students can see so they get a good visual of the process. (Reading Rockets, Think-alouds).
2. Reciprocal teaching includes predicting, clarifying, summarizing, and questioning. The first step is to decide what type of grouping to be used which may be small groups, individuals or whole groups. In this strategy it will be a group of four students. The next step is to teach the students how to questions, summarize, clarify, and predict about the text and assign a role to each student in a group. The questioner will think of questions during reading and ask the questions to the other members of the group in order to understand what is being read. The summarizer of the group will summarize the main ideas of the text using his or her own words. The clarifier will help the group of students by helping them understand confusing words or sentences. Lastly, the predictor will use the illustrations from the text and clue words to predict what will happen next in the text. While the students work on their roles, the teacher walks around and guides the students to make sure they are using the strategies effectively. (Reading Rockets, Reciprocal Teaching).
3. QAR stands for Question Answer Relationship. In this strategy, there are four types of questions asked that help builds comprehension. This strategy is used after reading the text. The first question is a “right there” type of question that the students can find the answer in the text. An example of this may be, “Who is the Cat’s friend?” Answer, “Mr. Fluffball.” The second type of question is a “think and search.” This is when the answer is gathered from multiple parts of the text. An example of this would be, “Why was Cat happy?” Answer, “Mr. Fluffball was coming to play with Cat.” The next type of question is called an “author and you.” This is when the students base their answer from the text yet relates it to their own experiences. An example would be, “How did Mr. Fluffball feel about seeing Cat?” Answer, “Mr. Fluffball was excited to see Cat because they have not seen each other in a long time. I get excited to see my friends when I have not seen them in a while.” The last type of question in an “on my own” type of question. For this type of question, the students have to use prior knowledge and their personal background to develop an answer and connect with the text. An example of this would be, “How would you feel if you got to see a friend you have not seen in a long time.” Answer, “I would feel very excited to see them because I have not seen her and I have missed her.” (Reading Rockets, Question-Answer Relationship).
4. Venn-Diagram Comparing and Contrasting Strategy. This strategy will help readers in their comprehension by having them understand the similarities and differences of the text. First, the teacher should select two short stories that the students will be able to compare and contrast. The stories may include two different versions of the same type of story such as Cinderella, two stories from the same author, or something else. In the Venn-Diagram, there are two round circles that overlap. Where the circle overlaps is where the students will write the similarities of the two books. The rest of one circle is where the student will write about one of the stories that does not have similarities with the other story. The rest of the other circle is where the other story with no similarities will be written. (Dreher & Gray).
5. KWL Chart stands for what the students know, what the students want to learn and what the students learned. The first step is to select a book that is at the students reading level and that they can connect with. Topic examples may include airplanes, information about dogs, or other topics. Making a large KWL chart for the whole class to see, the teacher will ask the students what they already know about the topic before reading it. The teacher then lists these ideas in the K section of the chart. The teacher will then have the student discuss with each other on what they want to learn from the text. After the discussion, the student will share their ideas. The teacher will put their ideas in the W section of the chart. After reading, the whole class will come back together and state what they learned from the text. By discussing and sharing what they learned, the students will be able to comprehend the text. (Texas Education Agency).

• Website: https://reading.ecb.org/

Name of website: Into the Book

Description: This website is a great resource that can be used by the teacher and the students. The website includes teaching tools such as lesson plans, resources, videos, and tips for the teacher to view and learn more about teaching comprehension. For the students, it includes different texts for the students to read. The students first picks the reading strategy they plan to use, such as making connections, asking questions and other strategies. After selecting a strategy, the student can watch a short video on how to use the strategy during the reading. Once the student watches the video, he or she can then try using the strategy with the provided reading. I would use this website in my future classroom by having a designated time/day for the students to use the site and practice the different strategies. I could also use this website as a reading station for my students. Perhaps while I am working with a guided reading group, some of the other students could be using this website and practicing the strategies.

• Apps:

1. Name of App: Reading Comprehension Prep

This app focuses on students who are at the reading level of third through fifth grade. The reading material contains both fiction and nonfiction. The student would read the text and then answer comprehension questions about the text. The student can then see if he or she got the correct answer or if he or she needs to reread and better understand the text. I would use this app in the classroom for an independent study time or for stations. This app will help build the students comprehension level in their reading.

2. Name of App: Inference Ace

This app emphasizes on inferring when reading a text. The app gives the reader a short chunk of a reading and then asks the reader to infer about the text. It gives the reader a multiple choice question. As the student progresses the questions continue to get more and more difficult. This will help the students better understand the text being read and will help them decode the meaning of the words in the text.

3. Name of App: K12 Timed Reading & Comprehension Practices

This app is for K-4 readers. It times the reading and then asks comprehension questions. The students can use this app to help prepare for reading comprehension tests. It also tracks the students reading WCPM and comprehension accuracy. Overall, this will help students with their comprehension skills along with their test taking skills.

• Sources:

Adler, C. (n.d.). Seven Strategies to Teach Students Text Comprehension. Reading           Rockets. Retrieved from: http://www.readingrockets.org/article/seven-strategiesteach-students-text-comprehension

Bendix, J. (2017). FC-Complexity and Readability (podcast). Retrieved from BrightSpace    online course website: https://winona.ims.mnscu.edu/d2l/le/content/3469897/viewContent/29622023/View

Bendix, J. (2016). FC Early Reading Instruction Guided Notes. (Podcast).  Retrieved        from BrightSpace online course website: https://winona.ims.mnscu.edu/d2l/le/content/3469897/viewContent/30351429/View

Bendix, J. (2017). Flipped Classroom: Comprehension (Podcast). Retrieved from    BrightSpace online course website: https://winona.ims.mnscu.edu/d2l/le/content/3469897/viewContent/29622041/View

Comprehension. (n.d.) Reading Rockets. Retrieved from: http://www.readingrockets.org/helping/target/comprehension

Dreher, M. & Gray, J. (n.d.). Compare, Contrast, Comprehend: Using Compare-Contrast      Text Structures with ELLs in K-3 Classrooms. Reading Rockets. Retrieved     from: http://www.readingrockets.org/article/compare-contrast-comprehend-using-compare-contrast-text-structures-ells-k-3-classrooms

Finley, T. (2014). 11 Alternatives to “Round Robin” (and “Popcorn”) Reading. Edutopia.        Retrieved from:  https://www.edutopia.org/blog/alternatives-to-round-robin-reading-todd-finley

Hilden, K. & Jones, J. (2012). A Literacy Spring Cleaning: Sweeping Round            RobinReading Out of Your Classroom. Teaching Literacy. Retrieved from: https://www.bloomfieldschools.org/uploaded/downloads/Instructional_Leadership/Sweeing_Round_Robin_Reading_Out_of_Your_Classroom.pdf

Kluth, P. (2010). Tell Me About the Story: Comprehension Strategies for Students with  Autism. Reading Rockets. Retrieved from: http://www.readingrockets.org/article/tell-me-about-story-comprehension-strategies-students-autism

Reciprocal Teaching. (n.d.). Reading Rockets. Retrieved from: http://www.readingrockets.org/strategies/reciprocal_teaching

Texas Education Agency. (n.d.). Strategies that Promote Comprehension. Reading           Rockets. Retrieved from: http://www.readingrockets.org/article/strategies-promote-comprehension

The Importance of Reading Comprehension. (n.d.). K12 Reader. Retrieved from: http://www.k12reader.com/the-importance-of-reading-comprehension/

Think-alouds. (n.d.). Reading Rockets. Retrieved from: http://www.readingrockets.org/strategies/think_alouds

Question-Answer Relationship. (n.d.). Reading Rockets. Retrieved from: http://www.readingrockets.org/strategies/question_answer_relationship