“What is Comprehension?”
According to the textbook, “it is the process of understanding, or making meaning from what we read…” The role of the teacher is to match student’s interests with their reading ability. Teachers need to find out a way to make reading a positive experience for the students. The readings should be challenging but achievable, where the student will comprehend the information while increasing their vocabulary and work knowledge.
Louise Rosenblatt, an educator from the 1930s, classified reading into two purposes.
1) Aesthetically = when people read for fun and the process can be quick.
2) Efferent = reading a difficult textbook or doing ones taxes, a process which can be long and more likely to be slowed and have to reread passages.
There have been attempts in reading education to assign a readability, or difficult level. Finding the right book for a student is a combination of teacher judgment, purpose for reading, student interest and trial and error until you find a suitable text that will not frustrate the student. There are several steps in building reader comprehension:
1) Activate or supplying prior knowledge
2) Guiding student reading
a. I like the idea of teacher guide reading with students by taking them on a “picture walk.” The teacher will first show the pictures in the book, ask the students what they think is going on in each picture. This method can help activate student’s knowledge, help them predict what they will read, build anticipation for the reading event.
3) Reinforcing concepts
4) Encouraging critical thinking
Teachers can assess how well a student comprehends the material through retelling, shortcut Miscue Analysis, story mapping as well as many other assessments. General discussions in the class room among fellow classmate plays and important role in comprehension and in building vocabulary thru pre-reading and post reading.
According to the textbook, “it is the process of understanding, or making meaning from what we read…” The role of the teacher is to match student’s interests with their reading ability. Teachers need to find out a way to make reading a positive experience for the students. The readings should be challenging but achievable, where the student will comprehend the information while increasing their vocabulary and work knowledge.
Louise Rosenblatt, an educator from the 1930s, classified reading into two purposes.
1) Aesthetically = when people read for fun and the process can be quick.
2) Efferent = reading a difficult textbook or doing ones taxes, a process which can be long and more likely to be slowed and have to reread passages.
There have been attempts in reading education to assign a readability, or difficult level. Finding the right book for a student is a combination of teacher judgment, purpose for reading, student interest and trial and error until you find a suitable text that will not frustrate the student. There are several steps in building reader comprehension:
1) Activate or supplying prior knowledge
2) Guiding student reading
a. I like the idea of teacher guide reading with students by taking them on a “picture walk.” The teacher will first show the pictures in the book, ask the students what they think is going on in each picture. This method can help activate student’s knowledge, help them predict what they will read, build anticipation for the reading event.
3) Reinforcing concepts
4) Encouraging critical thinking
Teachers can assess how well a student comprehends the material through retelling, shortcut Miscue Analysis, story mapping as well as many other assessments. General discussions in the class room among fellow classmate plays and important role in comprehension and in building vocabulary thru pre-reading and post reading.
I think it is very important to understand what you are reading about. I have seen on TV where toddlers are able to read site words and words that are long. I would see this andbould be impressed. After I have read this chapter, not so impressed anymore. It is great that they can read, but do they understand what they are saying? My guess is no.
I think it is important that you mentioned the two reading purposes to be asthetically and efferent because I think as future teachers we should encourage both types of readings. It is good for them to read not just for educational purposes when they are required to but also to read for pleasure not just during school time but at home as well.
ReplyDeleteThat can also go along with finding appropriate level books for students. They will be more encoraged to read and understand a text if it is about something they like.
This was a great review of Chapter 3. :) I liked the tips that were mentioned in chapter three. I will use story maps and the rest of the assessing materials. These are great ways to get our students involved and guide them in the right direction. Reading is fun and there are so many ways to get them engaged in the stories. We should use these tips, but come up with our own too.
ReplyDelete-Kelsie Lorraine