Technique reading comprehension

Strategies for Reading Comprehension :: Read Naturally, Inc.

Comprehension: The Goal of Reading

Comprehension, or extracting meaning from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may not appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze it, internalize it and make it their own.

In order to read with comprehension, developing readers must be able to read with some proficiency and then receive explicit instruction in reading comprehension strategies (Tierney, 1982).

​ Strategies for reading comprehension in Read Naturally programs

​General Strategies for Reading Comprehension

The process of comprehending text begins before children can read, when someone reads a picture book to them. They listen to the words, see the pictures in the book, and may start to associate the words on the page with the words they are hearing and the ideas they represent.

In order to learn comprehension strategies, students need modeling, practice, and feedback. The key comprehension strategies are described below.

Using Prior Knowledge/Previewing

When students preview text, they tap into what they already know that will help them to understand the text they are about to read. This provides a framework for any new information they read.

Predicting

When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information.

Identifying the Main Idea and Summarization

Identifying the main idea and summarizing requires that students determine what is important and then put it in their own words. Implicit in this process is trying to understand the author’s purpose in writing the text.

Questioning

Asking and answering questions about text is another strategy that helps students focus on the meaning of text. Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.

Making Inferences

In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.

Visualizing

Studies have shown that students who visualize while reading have better recall than those who do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.

Strategies for Reading Comprehension: Narrative Text

Narrative text tells a story, either a true story or a fictional story. There are a number of strategies that will help students understand narrative text.

Story Maps

Teachers can have students diagram the story grammar of the text to raise their awareness of the elements the author uses to construct the story. Story grammar includes:

• Setting: When and where the story takes place (which can change over the course of the story).
• Characters: The people or animals in the story, including the protagonist (main character), whose motivations and actions drive the story.
• Plot: The story line, which typically includes one or more problems or conflicts that the protagonist must address and ultimately resolve.
• Theme: The overriding lesson or main idea that the author wants readers to glean from the story. It could be explicitly stated as in Aesop’s Fables or inferred by the reader (more common).

​ Printable story map (blank)

Retelling

Asking students to retell a story in their own words forces them to analyze the content to determine what is important. Teachers can encourage students to go beyond literally recounting the story to drawing their own conclusions about it.

Prediction

Teachers can ask readers to make a prediction about a story based on the title and any other clues that are available, such as illustrations. Teachers can later ask students to find text that supports or contradicts their predictions.

Answering Comprehension Questions

Asking students different types of questions requires that they find the answers in different ways, for example, by finding literal answers in the text itself or by drawing on prior knowledge and then inferring answers based on clues in the text.

Strategies for Reading Comprehension: Expository Text

Expository text explains facts and concepts in order to inform, persuade, or explain.

The Structure of Expository Text

Expository text is typically structured with visual cues such as headings and subheadings that provide clear cues as to the structure of the information. The first sentence in a paragraph is also typically a topic sentence that clearly states what the paragraph is about.

Expository text also often uses one of five common text structures as an organizing principle:

• Cause and effect
• Problem and solution
• Compare and contrast
• Description
• Time order (sequence of events, actions, or steps)

Teaching these structures can help students recognize relationships between ideas and the overall intent of the text.

Main Idea/Summarization

A summary briefly captures the main idea of the text and the key details that support the main idea. Students must understand the text in order to write a good summary that is more than a repetition of the text itself.

​K-W-L

There are three steps in the K-W-L process (Ogle, 1986):

1. What I Know: Before students read the text, ask them as a group to identify what they already know about the topic. Students write this list in the “K” column of their K-W-L forms.
2. What I Want to Know: Ask students to write questions about what they want to learn from reading the text in the “W” column of their K-W-L forms. For example, students may wonder if some of the “facts” offered in the “K” column are true.
3. What I Learned: As they read the text, students should look for answers to the questions listed in the “W” column and write their answers in the “L” column along with anything else they learn.

After all of the students have read the text, the teacher leads a discussion of the questions and answers.

 Printable K-W-L chart (blank)

Graphic Organizers

Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students understand and remember them. Examples of graphic organizers are:

Tree diagrams that represent categories and hierarchies

Tables that compare and contrast data

Time-driven diagrams that represent the order of events

Flowcharts that represent the steps of a process​

​

Teaching students how to develop and construct graphic organizers will require some modeling, guidance, and feedback. Teachers should demonstrate the process with examples first before students practice doing it on their own with teacher guidance and eventually work independently.

Strategies for Reading Comprehension in Read Naturally Programs

Several Read Naturally programs include strategies that support comprehension:

Bibliography

Honig, B. , L. Diamond, and L. Gutlohn. (2013). Teaching reading sourcebook, 2nd ed. Novato, CA: Arena Press.

Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher 38(6), pp. 564–570.

Pressley, M. (1977). Imagery and children’s learning: Putting the picture in developmental perspective. Review of Educational Research 47, pp. 586–622.

Tierney, R. J. (1982). Essential considerations for developing basic reading comprehension skills. School Psychology Review 11(3), pp. 299–305.

Seven Strategies to Teach Students Text Comprehension

1. Monitoring comprehension

Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension.

Comprehension monitoring instruction teaches students to:

• Be aware of what they do understand
• Identify what they do not understand
• Use appropriate strategies to resolve problems in comprehension

2. Metacognition

Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading. Before reading, they might clarify their purpose for reading and preview the text. During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have. After reading, they check their understanding of what they read.

Students may use several comprehension monitoring strategies:

• Identify where the difficulty occurs

  "I don't understand the second paragraph on page 76."

• Identify what the difficulty is

  "I don't get what the author means when she says, 'Arriving in America was a milestone in my grandmother's life. '"

• Restate the difficult sentence or passage in their own words

  "Oh, so the author means that coming to America was a very important event in her grandmother's life."

• Look back through the text

  "The author talked about Mr. McBride in Chapter 2, but I don't remember much about him. Maybe if I reread that chapter, I can figure out why he's acting this way now."

• Look forward in the text for information that might help them to resolve the difficulty

  "The text says, 'The groundwater may form a stream or pond or create a wetland. People can also bring groundwater to the surface.' Hmm, I don't understand how people can do that… Oh, the next section is called 'Wells.' I'll read this section to see if it tells how they do it."

3. Graphic and semantic organizers

Graphic organizers illustrate concepts and relationships between concepts in a text or using diagrams. Graphic organizers are known by different names, such as maps, webs, graphs, charts, frames, or clusters.

Regardless of the label, graphic organizers can help readers focus on concepts and how they are related to other concepts. Graphic organizers help students read and understand textbooks and picture books.

Graphic organizers can:

• Help students focus on text structure differences between fiction and nonfiction as they read
• Provide students with tools they can use to examine and show relationships in a text
• Help students write well-organized summaries of a text

Here are some examples of graphic organizers:

4. Answering questions

Questions can be effective because they:

• Give students a purpose for reading
• Focus students' attention on what they are to learn
• Help students to think actively as they read
• Encourage students to monitor their comprehension
• Help students to review content and relate what they have learned to what they already know

The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer questions better. Students are asked to indicate whether the information they used to answer questions about the text was textually explicit information (information that was directly stated in the text), textually implicit information (information that was implied in the text), or information entirely from the student's own background knowledge.

There are four different types of questions:

• "Right There"

  Questions found right in the text that ask students to find the one right answer located in one place as a word or a sentence in the passage.

  Example: Who is Frog's friend? Answer: Toad

• "Think and Search"

  Questions based on the recall of facts that can be found directly in the text. Answers are typically found in more than one place, thus requiring students to "think" and "search" through the passage to find the answer.

  Example: Why was Frog sad? Answer: His friend was leaving.

• "Author and You"

  Questions require students to use what they already know, with what they have learned from reading the text. Students must understand the text and relate it to their prior knowledge before answering the question.

  Example: How do think Frog felt when he found Toad? Answer: I think that Frog felt happy because he had not seen Toad in a long time. I feel happy when I get to see my friend who lives far away.

• "On Your Own"

  Questions are answered based on a student's prior knowledge and experiences. Reading the text may not be helpful to them when answering this type of question.

  Example: How would you feel if your best friend moved away? Answer: I would feel very sad if my best friend moved away because I would miss her.

5. Generating questions

By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading. Students learn to ask themselves questions that require them to combine information from different segments of text. For example, students can be taught to ask main idea questions that relate to important information in a text.

6. Recognizing story structure

In story structure instruction, students learn to identify the categories of content (characters, setting, events, problem, resolution). Often, students learn to recognize story structure through the use of story maps. Instruction in story structure improves students' comprehension.

7. Summarizing

Summarizing requires students to determine what is important in what they are reading and to put it into their own words. Instruction in summarizing helps students:

• Identify or generate main ideas
• Connect the main or central ideas
• Eliminate unnecessary information
• Remember what they read

Effective comprehension strategy instruction is explicit

Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The steps of explicit instruction typically include direct explanation, teacher modeling ("thinking aloud"), guided practice, and application.

• Direct explanation

  The teacher explains to students why the strategy helps comprehension and when to apply the strategy.

• Modeling

  The teacher models, or demonstrates, how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using.

• Guided practice

  The teacher guides and assists students as they learn how and when to apply the strategy.

• Application

  The teacher helps students practice the strategy until they can apply it independently.

Effective comprehension strategy instruction can be accomplished through cooperative learning, which involves students working together as partners or in small groups on clearly defined tasks. Cooperative learning instruction has been used successfully to teach comprehension strategies. Students work together to understand texts, helping each other learn and apply comprehension strategies. Teachers help students learn to work in groups. Teachers also provide modeling of the comprehension strategies.

How to improve your ability to understand the text you read?

06.02.14

Strategies for autists, parents and teachers to overcome difficulties with reading

Source: Autism after 16

Many people can read, but after reading it is difficult for them to remember, about what they read. There may be several reasons for this. It is possible that a person puts so much effort into voicing words (out loud or to himself) that they lose their meaning. In other cases, the topic is so uninteresting that it is difficult to focus on the information in the text. Many children and adults with autism spectrum disorders have severe reading comprehension difficulties, even if they have no problems with reading as such. This can make it very difficult to study at school even for children without intellectual disabilities, especially in high school, when the requirements for reading and understanding large amounts of text increase significantly, and texts become more complex. The following are strategies for improving text comprehension that adults with autism spectrum disorders and parents and educators of children with ASD can use. nine0003

Metacognition - thinking about how we think - is the basis for improving understanding while reading. In other words, to improve text comprehension, we must consciously stop while reading and analyze our opinions, perceptions, and thoughts related to what we have read. For example:

Before reading

- Determine the purpose for the upcoming reading. Think in advance about what you should find in the text while reading.

Look at the title of the text and try to figure out what the text might be about. nine0003

Skim through the entire text without reading carefully, paying attention to headings and subheadings, bold words and illustrations. Think about what this text might be about.

- Try to remember what you already know about the topic, the author, or this story.

While reading

- Reflect on what you have read after each paragraph or chapter.

Consider whether you agree with ideas, characters, or facts.

- If you do not understand the meaning of some sentences or paragraphs, write down what you do not understand. nine0003

- Write down unfamiliar words to find out their meaning after reading.

After reading

- Think about what you learned while reading.

— Write your own questions for the author.

Think about how what you read relates to your own life.

- Formulate a summary of what you have read.

- Review your notes and try to find answers to your questions through repeated reading, searching the Internet, or talking to another person. nine0003

Talk about what you read

Discussing what you read with another person provides another source of information instead of rereading the text. This is especially useful if you don't really enjoy reading. While talking about what you read, you will be able to ask questions that you have, this will allow you to learn more about the point of view of other people and will provide you with the opportunity to put into words what you have read, which will help you remember and understand the text better.

Practice reading as often as possible

The best way to improve reading comprehension is to read as much as possible. It doesn't matter what the person is reading. The more you read, the better your comprehension skills will be. Here the “Matthew effect” takes place, when “he who has will be given and will be multiplied, and what he has will be taken away from the one who does not have.” Students who enjoy reading read a lot and often, and their reading skills improve. Those who do not enjoy reading devote little time to it, as a result, their skills lag more and more behind their peers. That is why our first priority is to motivate children to read. If they enjoy reading comics, sports articles, or online magazines, then encourage them to do so as often as possible. nine0003

Take the children to the library as often as possible and let them look at any books they want. Do not try to force on children what you think they should read. We want them to read—as much as possible. And that's all. If they liked a book by a certain author, then find all the books by that author so they can pick something. If the children are interested in a topic, then find them reading material according to their interest.

Reading Motivation

The first task for the unmotivated reader is to find reading material that is directly related to what interests him outside of reading. For example, if a child enjoys watching movies, they may enjoy reading movie reviews online or in movie magazines. You may think that this is not a "real" reading, but it is not at all the case. Many people believe that the only way to develop reading skills is with books. In fact, this is not necessary at all, especially in our age of the Internet. nine0003

Also, if children read often about things they are interested in, this will help them become better readers in general, especially if they practice reading comprehension skills in parallel. After the motivation to read begins to form, you can begin to practice reading less interesting materials. That said, if the strategies to improve comprehension have already been practiced on interesting texts, it will be easier to use them while reading on boring topics.

Strategies to improve reading comprehension

Start with the strategies that seem most attractive and try them one at a time. Don't try to master every single strategy, sometimes less is more. In other words, it's best to master a few strategies to perfection, rather than practicing all the strategies without exception, which can make it unclear what to use right now. Strategies to improve reading comprehension include:

- Conversational reading: Ask questions, argue, clarify, summarize, and predict as you read. nine0003

- Stickers: Use stickers to write words you don't understand, or write exclamation marks on them to mark sentences you like, and question marks to mark phrases or paragraphs you don't understand.

- Reading in pairs: Reading aloud with another person one paragraph at a time. Discuss what you have read with each other after each paragraph.

- Thinking out loud: As you read aloud in pairs, voice out any thoughts, questions, or misunderstandings that come to mind. For example, if a character or event reminded you of something, stop and talk about that personal association. This technique helps to remember what has been read in the future. nine0003

- Re-reading: Read the text again, trying to find answers to the questions that have arisen.

- Text connections: As you read, determine how this text relates to you, to other texts, and to the world in general. In connection with yourself, you need to think about how the read relates to you personally. In World Links, you can link text to what you already know. Finally, in text links, you can link what you've read to what you've read about before.

- The Three Bears Principle: When choosing a book from a library or bookstore, think about whether it is too simple or too complex. Too simple means that the reader will easily understand all the words or have already read this book many times. Too complex means that there are more than five unfamiliar words on one page or the meaning of the first page is not clear. If the book is just right, then this is a new book, where the reader may not know some of the words on the page, but in general understands what is at stake. nine0003

- Dividing the text into parts: Read only a few paragraphs or sentences at a time. Think about what you read using reading strategies before continuing.

- Visualization: While reading, always try to visualize how the characters and the scenes described look like.

- Blogs: Check if there is any blog or forum on the Internet where this topic or book is discussed online, read what other people think about it and try to write your own opinion. nine0003

- Journaling: As you read, write down your thoughts in a special journal.

- Graphic organization: Make a chart showing your understanding before, during and after reading.

Progressive Implementation Model

If you are a parent or educator, you can use the Progressive Implementation Model to help a student with autism develop strategies for reading comprehension. First, demonstrate to the student how you yourself read using this strategy. Then use this strategy together, under your guidance. Then ask the student to apply this strategy again (in a different situation) on their own. nine0003

Make sure you discuss reading with the student and whether the strategy is helping or not. You may need to model this strategy for the student many times, or practice it many times together until it becomes a natural part of the reading process and the student can apply it completely on his own.

Availability of books to read

If reading skills are too low, use books on topics that are interesting to the student, but with very low reading requirements. As a rule, they have a lot of illustrations and little text. It can be children's encyclopedias and reference books. They keep the reader motivated, their topics are age-appropriate, and the reading isn't too difficult. nine0003

You should also pay attention to the following books:

- Books with many photographs and illustrations, which will greatly facilitate understanding.

- Books with fairly large letters.

- Books with a small amount of text on one page so that the amount of text on the page does not cause stress.

- Books that have titles, subtitles, clear definitions of words in the glossary. These books are the easiest to understand.

Relationship between reading and writing

You may be wondering why it is so common to write things down while working on reading comprehension. The reason is that this is another way to better understand and assimilate the material read. For example, if someone finds it difficult to speak verbally about what they have read, then keeping a diary, blogging, or graphing can help analyze what they read and update the information in memory, but without verbal dialogue.

Closing Thoughts

The goal of all reading is to understand the text, so it is hoped that these strategies and ideas will enable you to improve your reading skills or help your child or student reach that goal. Remember that reading is a very complex individual process, and its development must be reflected in an individual educational program. nine0003

Autism in adults, Parenting children with autism, Education and training

Reading comprehension - Differential reading algorithm

... Books are read in order to comprehend higher principles, and higher principles are comprehended in order to apply them in life. If they absorb what they read without delving into the essence, they reach such stupidity that they harm other people.

Ji Yun. Notes from the hut "Great in the small"

In one parable composed by the sages of India, it is said: “And whoever strenuously strives to collect sciences and read books without thinking about what he reads, is worthy to be comprehended by the same thing that befell one person. He was passing by some cave and he came across traces of a treasure, then he began to dig and attacked a large amount of gold and silver. He thought: “If I undertake to carry this wealth, then extracting it and carrying it will deprive me of the pleasure that I can get from it. I would rather hire people to carry him to my dwelling; I myself will be the last and leave behind nothing that occupied my thought with transference or any actions. In this way, I will get the deliverance of the body from labor for a small fee, which I will hand over to them. nine0169