Comprehension instruction:
The National Reading Panel (2000) has identified three elements that are necessary for supporting the development of reading comprehension. These elements are vocabulary instruction, active reading and strategy instruction.
As children move beyond the early years of primary school, the texts that they are required to read become more complex, diverse and knowledge-bound. It is the opinion of researchers that many students come into the middle and upper primary classrooms without the requisite knowledge, skills or disposition to read and comprehend the materials placed before them (Snow, 2002). Thus the challenge for teachers in the middle and upper years is teaching our students how to understand and construct meaning from these texts.
It has been found that the most common reading difficulties are comprehension of texts, fluency and vocabulary knowledge (Hannett, Lowe & Martens, 2009). Reading comprehension is influenced by several key factors of fluency and vocabulary knowledge are two. Fluency is essential to overall reading development because if decoding doesn't happen quickly and without effort, then the decoded material will be forgotten before the reader has had the opportunity to understand it. Research has shown that a 'child who can sound out nonsense words quickly and accurately has mastered the decoding process' (Hirsch, 2003, p.12) which results in freeing up their working memory to concentrate on comprehension. The breath of vocabulary knowledge (knowledge of words and their meanings) increases comprehension and facilitates further reading (Hirsch, 2003).
Researchers support a balanced approach to reading comprehension, that includes 'both explicit instruction in specific comprehension strategies and a great deal of time and opportunity for actual reading, writing, and discussion of text' (Duke & Pearson, 2002, p.207).
As children move beyond the early years of primary school, the texts that they are required to read become more complex, diverse and knowledge-bound. It is the opinion of researchers that many students come into the middle and upper primary classrooms without the requisite knowledge, skills or disposition to read and comprehend the materials placed before them (Snow, 2002). Thus the challenge for teachers in the middle and upper years is teaching our students how to understand and construct meaning from these texts.
It has been found that the most common reading difficulties are comprehension of texts, fluency and vocabulary knowledge (Hannett, Lowe & Martens, 2009). Reading comprehension is influenced by several key factors of fluency and vocabulary knowledge are two. Fluency is essential to overall reading development because if decoding doesn't happen quickly and without effort, then the decoded material will be forgotten before the reader has had the opportunity to understand it. Research has shown that a 'child who can sound out nonsense words quickly and accurately has mastered the decoding process' (Hirsch, 2003, p.12) which results in freeing up their working memory to concentrate on comprehension. The breath of vocabulary knowledge (knowledge of words and their meanings) increases comprehension and facilitates further reading (Hirsch, 2003).
Researchers support a balanced approach to reading comprehension, that includes 'both explicit instruction in specific comprehension strategies and a great deal of time and opportunity for actual reading, writing, and discussion of text' (Duke & Pearson, 2002, p.207).
Important features of good reading instruction:
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Instruction models:
There are many instructional models for reading comprehension. Duke and Pearson (2002) suggest an instructional model which includes the following five components:
1. Explicit description of the comprehension strategy, including when and how it should be used.
2. Modeling the strategy in action - both teacher and student modeling.
3. Collaborative use of the strategy in action - teacher and student.
4. Guided practice using the strategy, with gradual release of the responsibility.
5. Independent use of the strategy by the student.
1. Explicit description of the comprehension strategy, including when and how it should be used.
2. Modeling the strategy in action - both teacher and student modeling.
3. Collaborative use of the strategy in action - teacher and student.
4. Guided practice using the strategy, with gradual release of the responsibility.
5. Independent use of the strategy by the student.