.
We know the goal of a
football game – to win! Ask a struggling reader what their goal is while
reading, and they might say that it is to sound out the words. A reader having
difficulty with reading comprehension may not know that they should think while
reading. According to Cunningham and Allington, “the real danger is that they
will not learn that thinking is the goal” (118). Without knowing the goal, it
will impossible to achieve it.
In our Reading 430
class last week, we read a text aloud while being timed. The subject was
biology, and described a process of cell division. While everyone read the text
fluently, we agreed that we did not really understand what we read about, and
would not be able to take a test over what we read. I feel that this issue in
understanding is common in students.
To ensure that students
are comprehending what they read, different approaches may be used. These
differ depending on developmental level, learning style, and the type of text
read. Consider the two following examples that I think are helpful:
1. Literate
Conversations: These are much more than traditional question and answer sessions.
Comprehension improves when students engage in conversation about the text. To
begin conversations, start with open-ended questions. Keene and Zimmerman
(1997) suggest a framework that helps children think about making three types
of connections; text to self, text to text, and text to world.
2. Think-Alouds:
These help young children see what good comprehenders do. To model thinking to
your students, explain that there are two as you read. One voice says the
words, while the other voice in your brain tells you what you think while
reading. Begin your sentences with words such as “this reminds me of…” and “I
wonder if…”
And this is important to remember!
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Cunningham, Patricia M. and Richard L. Allington. Classrooms That Work: They Can All Read and Write. Boston: Allyn and Bacon. 2011. 28-47. Print
