Synthesis 7 - Reading Comprehension

Synthesis 7 – Reading Comprehension

My favorite section of this chapter discussed effective reading comprehension strategies. After reading the material, I reread to establish some mental guidelines that will allow me to improve the comprehension of my students as we read together. Mnemonic strategies work in my classroom.  The students and I are constantly creating words for retention. After we have discussed various elements of a piece of literature, we create parallels to enhance their memorization and learning skills. It has been proven through research that using graphic organizers strengthens students’ reading comprehension. My Special Education inclusion teacher loves to incorporate graphic organizers into the lesson of the day, and she proves to be one of my greatest assets in locating or creating the organizers.  Teaching together brings out the strengths in both of us. I have the material ready to teach and she creates the added bonus, which allows the new found knowledge to cement in their minds. Effective teaching strategies often take more than one mind collaborating!  When graphic organizers are used effectively, there is a process .

3steps to achieve retention:

·         Step 1 - Present the material and model the steps of the day on a projected graphic organizer.

·         Step 2 - Review the content of the first day. Complete organizers using a variety of educational tools.

·         Step 3 - Divide the class into pairs and have the partners study their organizers while monitoring their progress.

Questioning students about the material read takes talent. At times I struggle with knowing just the right question to ask in order to ensure comprehension of the material.  Teaching the students to find the main idea of the literary work, whether it is fiction or nonfiction, often proves difficult for my students. One of the major factors of this deficiency in their academics is that the students do not read outside of the classroom. Their reading primarily consists of text messages and internet social networking sites. It is imperative to be well read and versed on the reading material available for our students today. Both of our media specialists are current on effective reading materials and I call on them regularly. Their eagerness to help creates excitement within me and this heightened awareness is catching. The students respond!

        Throughout the remainder of the year and in planning for next year, I will incorporate a number of the instructional strategies in Tables 7.3 – 7.8 on pages 163- 173 of our class text. This styling techniques offer variety in reading comprehension for the teacher and for the students as well.  Learning targeted questioning techniques for the main idea, the comprehension of narrative texts, expository texts, the SAIL Program, SQ3R, POSSE, will enhance reading comprehension levels. Reciprocal teaching also opens avenues for students to be successful in their achievement and in the strengthening of their social skills. Students heighten their reading comprehension and monitoring skills through active participation in small group settings. The students work collaboratively to question, summarize, predict, and clarify the material being addressed. Even though I have used grouping in the classroom, I have never taken the material to this level of understanding through the students.  

Students obviously learn through:

·         Writing down their own questions

·         Listing the subheadings of each section they read

·         Highlighting three main points for each section

These steps can quickly be organized into our next lessons.

Nanelle