What is Reading Comprehension?
5-23-16
Working as an ESE Resource teacher, I am familiar with the struggle. It's real. Comprehending meaning of what is being read when the engagement is that of little is a task. When reading the assigned chapters for the week, I like how one of the chapters put it. According to Keene and Zimmermann (2007), (children) need to know that reading is an action sport, and that the action takes place in their mind" (p. 9). Having my caseload consisting of mostly boys, sports is a hot topic. if I relate anything to football, it's game on! Thinking of reading as an action sport is a great way to phrase being active readers. I had tried this out with my students today. I had shared that they would be their own captain and have to generate questions in their head for points. The engagement level was spiked and I could see their minds racing for touch downs. "They saw a role for themselves in generating the questions" (p. 9). Children have technology at the palms of their hands. They watch youtube videos, google questions, and even listen to some stories right from their phones. More and more teachers are using websites like DonorsChoose.org to fund their projects to promote more technology in the classroom. When the regular education teacher asks students to take out the textbook to read, groans are heard throughout the room. Some raise their hand and ask to go on a computer program instead. "If we want engaged, active readers and citizens, we must make reading a joyful adventure" (p. 31). When they are given opportunities to choose books of their own, it not only enhances general interest, but also creates an element of ownership.
Keene, E.O., & Zimmerman, S. (2007). Mosaic of thought: The power of comprehension strategy instruction, 2nd ed. Portsmouth, NH: Heinemann
5-28-16
When thinking about reading comprehension - to me.. that is exactly what it is - thinking. Having thoughts and conversations in your head and grasping what was just read. According to Harvey and Goudvis (2007), "Once readers are made aware of their inner conversation, they tend to catch themselves quicker and repair meaning" (p. 27). My students' abilities differ from some focusing on just decoding the words, to others that are reading proficiently on level. I have others that want to pick arguments because, to them, what they read isn't correct and they don't agree with what the author is saying. I love the idea this chapter had about leaving tracks of their thinking within texts read. Most the time I get "I don't know" when trying to dig deeper into their mind, but allowing them to write on their text, I could see, could stir up excitement. Students like to know "why" they're doing a task. What's this for? Why do we have to learn this? "Comprehension instruction is not about teaching strategies for strategies' sake. Nor is it about making sure the kids "master" the strategies. It is about teaching kids to use strategies purposefully to read any text for any reason, and to walk away from their reading experiences with new understanding that may generate still more learning" (p. 33).
Harvey, S., & Goudvis, S. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse.