This chapter focuses on
comprehension strategies and teaching reading to young students, in grades such
as Kindergarten or younger. The first step is learning about book concepts
using “Big Books”. Then going into read aloud by the teacher to model fluent reading
to students. By having a fluent reader model for the students, they are able to
pick up on how reading is supposed to sound. This is why “lap time” with an
adult is so important in a young child’s life.
Later in the chapter, lists of
different kinds of reading are given as an example of how to strengthen fluency
in a young reader. Reading examples such as echo, choral, paired, antiphonal,
tape-assisted and repeated readings as well as reader’s theater are all listed
and can easily be adapted to fit the needs of an older reader. Those activities
can be done individually, in small group work or whole class discussions.
Comprehension strategies are then introduced.
Strategies such as directed listening and thinking activity and directed
reading and thinking activity, shared book experience and repeated book
readings are all listed as comprehension strategies for younger students. These
strategies have been proven successful when introducing students to the concept
of reading and building their comprehension skills. All of the above strategies
are targeting younger students, but how can we accommodate these strategies for
older elementary students? I have worked with many older elementary students
who need to strengthen their comprehension skills, so how could I arrange these
proven successful strategies to fit an older child’s need? The same questions
goes for working with fluency. What are some other proven strategies,
activities or methods to improving a struggling reader with fluency?
You pose some very good questions in your blog post.The section on fluency in chapter 6 gives several different strategies including; echo reading, choral reading, paired reading, readers theater, antiphonal reading, tape-assisted reading, and repeated reading that help develop fluency. As you mentioned in your blog, these strategies can be done individually, small group, or whole class discussions. Throughout this section on fluency the book also discussing ways that educators can evaluate fluency, to show the child's instructional level. This can help educators find the struggling readers in their classroom and then adapt instruction to fit the students needs. By providing ways for children to participate in fluent reading activities as well as listing activities daily exposes children to the different areas involved in fluent reading.
ReplyDeleteI like how you ended your post with so many questions leaving the reader to think deeper about this issue, they were really good questions. This chapter does provide several different reading strategies that should begin at a young age, such as echo reading. One thing that I think is also very important about these different strategy though is having a balance of all the reading strategies discussed. They can also be done in a variety of ways, some individually, in small groups or in a whole class discussion. When doing this in an array of ways with different strategies is when I think students take the most from these reading strategies. Consonantly changing strategies will also help teachers be able to identify what areas the student is struggling and where the student is thriving!
ReplyDeleteNice questions there at the end Taylor! Nice use of making a text to life comparison, not to mention that it is a comprehension skill. I had never thought about using many of these strategies in the older grades mostly because we focus a lot on K-3. I remember hearing in class that we as teachers should continue teaching comprehension strategies throughout all of the elementary years. I would definitely start by asking questions and answering them. What better way to help a student comprehend than to figure out what he or she is struggling with? Start by asking literal questions about the story such as what the main idea of the story is and what the sequence of the story is. If the student masters this begin asking inferential and critical questions. These allow the student to make text to life comparisons, predict outcomes, and compare and contrast elements in the story. These questions have the student drawing upon their own life experiences ultimately making the story relevant to their lives. A child is more likely to comprehend a text if they find it relevant. Finally ask questions that require problem-solving skills and questions that require the student to apply the information in the story.
ReplyDeleteLike both other commenters, I like how you had so many questions for us to answer! I used to tutor a child in fourth grade after school. She struggled with reading a lot. I found that even though these strategies do seem more fitting for a younger child, it made sense for me to do this but just make them more age appropriate. In a book for EDRD 430, there are tons of comprehension strategies and even graphic organizers that go along with it. I use the story mapping one a lot! It helps with comprehension, but the student doesn't feel like they're being quizzed or anything. Sure, story mapping seems like a primary elementary school activity, but if you make it more in-depth it can be used in fourth grade. An example would be instead of just listing the main characters, I had my student list the main characters and one important strength that they have in the book. All of these strategies can be adapted, we just need to be creative and try to do it ourselves!
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