Overview
- Chapter 8 The next two chapters deal with comprehension. This is one of my favorite areas to discuss. I became interested in this when I started doing Item Analysis with our school test data and found that items related to comprehension were exceptionally low. As a result, we launched a professional development program focusing on comprehension and how to provide instruction in the classroom. Our work was very successful and as a result I became a strong supporter of this type of instruction. As a preservice teacher I was only shown worksheets and I assumed that by giving LOTS of worksheets and workbook pages I was teaching. However, those who were having difficulties continued to have problems. (Imagine that!)
Comprehension is affected by both reader factors and text factors. Chapter 8 addresses
reader factors which include the background knowledge that readers bring to the reading process
as well as the strategies they use while reading and their motivation and engagement in the
reading experience. - Chapter 8 Objectives After reading this chapter, you should be able to:
1. Identify factors which affect students’ comprehension.
2. Describe comprehension strategies which readers and writers use.
3. Discuss ways in which capable and less capable readers and writers differ.
4. Explain ways in which teachers teach comprehension. - How Effective Teachers Facilitate Students’ Comprehension 1. Teachers understand that comprehension is a process involving reader factors and text factors.
2. Teachers ensure that students have background knowledge, vocabulary, and fluency, the prerequisites for comprehension.
3. Teachers understand how comprehension strategies support students’ understanding of texts they read.
4. Teachers teach students how to use comprehension strategies and skills.
5. Teachers nurture students’ motivation and engagement in literacy activities.
Sharing Your Passion Share your Passion for Reading Through:
- Your conversation about books you have read.
- The examples you use in your minilessons.
- The book talks you give.
- The written reading responses you model for students.
- The enthusiastic way you talk about books in the classroom.
- The excitement you show, in general, about books.