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Importance of pre reading strategies
Importance of reading strategies
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Importance of Pre-reading Strategies
In order for the students to comprehend a particular text the students’ need to have a purpose and prior knowledge in order to connect and interact with the text, so that they will be able to interpret, construct, and apply meaning from it. (Bryant, Linan-Thompson, Hamff, & Hougen, 2001, p. 252). Establishing a purpose is one way for students to start making a connection to the text they are about to read. Students need to know why they need to read a particular text. When I student is able to identify the purpose behind why they are reading it, they are able to start making a connection to it.
Another way to make a connection with the text before the student would read it is through prior background knowledge.
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36). One way to extend comprehension is through synthesizing the information through the use of summarization and questing strategies.
Many researcher support the idea of teaching the students how to summarize the main ideas because it does have a positive impact on comprehension (Dymock & Nicholson, 2010; NICHD, 2000). One way to synthesize information is through summarizing. Teaching students how to summarize what they just read has been proven to improve overall comprehension even though it may be challenging for the students (Boling & Evans, 2008; Neufeld, 2005). One way to create a summary is through the use of graphic aides. When students are able to create a mental representation of what they read it will help them synthesize the information better (Massey & Heafner, 2004).
Another strategy a teacher can use to help with post reading is to create questions. According to Robertson, Ford-Connors, & Paratore, 2014, “Questions can serve as instructional scaffolds that push students to construct more elaborated responses or to think more deeply about content” (p.
Through these resources, activities, and strategies, students are able to make progress into distinguishing the main idea and supporting details in reading texts. Through this they are also able to organize thoughts to develop a topic sentence and moreover use supporting facts and details. Many of the resources and activities done in this lesson allowed the students to think for themselves and make educated guesses based on the information given. Moreover they were allowed multiple opportunities to share with one another about heir thought
The Reading Strategies Book, by Jennifer Serravallo, is a tool that offers support to teachers in their planning and execution of literacy lessons situated within a larger curricula area. According to Jennifer, “the goal-oriented chapters address a plethora of strategies that can be taught in all genres, grades, and content areas, and they are differentiated for the teacher by clear descriptions that assist them in selecting the most apt and applicable lessons.” This resource provides teachers with an “Everything guide to developing skilled readers,” (Serravallo, 2015). Throughout this book, Jennifer introduced about 300 strategies that can be used in the form of lessons that are accompanied by teaching tips, lesson language, and supportive
“When readers take apart a text they have read, examine it from their own viewpoint, and put it back together again, they make it their own.” (Ministry of Education, 2014 – tki) Thus, learning intentions for Lesson Two were selected in an attempt to help Kowhai readers synthesise information from the text to gain meaning and enjoyment during the session. This choice proved to be valid early on, as Kowhai readers had previous read the chosen journal, however, none of them could recall any information from the article implying again they read without much comprehension present.
...students will also be able to evaluate information in order to determine what is important as well as develop students’ knowledge of textual structures and their general textual intelligence (Huffman).
The seven pillars of effective reading instruction are an important base to an effective and engaging classroom. Teachers, who are able to apply each of these pillars to everyday learning in the classroom, reach their students and provide instruction in meaningful and approachable ways. Each of these pillars provides important ideas and information that work together to create an effective learning environment in the literacy classroom. By accessing and including each of these pillars in my classroom environment, curriculum and instructions, students benefit from the more effective reading instruction possible.
According to Thompson, Madhuri, & Taylor (2008), educators across the nation have longed for the magic bullet that transforms struggling and reluctant students into high performing and motivated readers. This preoccupation has been debated throughout time (approximately how long?), and still continues today (Chall, 1967; Goodman, 1996; Honig, 2000; McQuillan, 1998). The first wave of AR users began in the late 1990s, just prior to the implementation of No Child Left Behind (NCLB). In 2001, the enactment of the No Child Left Behind Act promised to bring hope to the nation by ensuring that updated mandates would enable all students to be ready for the academic demands of the future. Along with the NCLB came tremendous pressure for schools to increase the standardized achievement scores of students across diverse groups. In order to satisfy the law’s demands,
(c) Learners’ cognitive strategies employed in learning, memorization and comprehension. Different cognitive strategies such as practicing, illustrating
Instead of doing this Puentes introduced skimming and graphic organizers. These are two important techniques for students to understand because skimming allows the students to catch the main points of what they are reading in a quick manner, while graphic organizers can help sort the students thoughts out. Leblanc integrated a phonics program by locating words featured in the book. Another strength of both Leblanc and Puentes is that they both have multiple texts that link and expand concepts, they both have a balance of teacher-and student-lead discussions, and both build a whole-class community that emphasizes important concepts. The most impressive instruction from Leblanc is balancing teacher-and student-lead discussions. She does this by bringing in a book to read to the class and emphasizing the sounds of certain words to the students, and then asks the students to think about the animals mentioned in the story and where the animals live. The most impressive instruction from Puentes is her ability to emphasize important concepts. She really drives in the point to the students that reading biographies is important and will help them in the future. She wants the biographies to help motivate the
Before this class, I understood purpose was important; however, during this class I have discovered that putting more focus on purpose can result in a more interesting thesis and paper. I have learned to think about purpose before writing my essay, once I have narrowed my topic I ask myself why would anyone want to read my essay. Consideri...
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
In order to understand and gain knowledge, learning theories stress the importance of creating a relationship between all pieces of information, the learner, and the environment. It is the responsibility of both the teacher and the learner to link the appropriate information together. If students can develop a relationship for the "underlying reasons for ‘how’ and ‘why’ to use specific procedures, they will be able to store this information as part of their knowledge network," and develop links with other pieces of information (Gersten and Baker, 1998, p.24). On the contrary, if learners learn facts of information that are isolated from a meaningful context, their understanding is often incomplete and meaningless. As a result of these linked relationships between individuals and environments, knowledge is the prevailing outcome. In summary, "knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used (Brown, Collins, and Duguid, 1989, p.32).
Be it reading, writing, vocabulary improvement and text analysis, the use of visuals has a positive impact in learning a language. Although some studies claimed that some results were not really significant, but it proved that a better understanding of the text was evident as well as making the text more interesting to read. Using visual aids abundantly in understanding complicated materials, and using simple graphic organizers, particularly in difficult materials makes it easier to follow the author’s train of thought. It is therefore important that visual representations should not be complicated in order to simplify the texts’ meanings and should not depart student’s attention on some other things. After all, the use of visuals is meant to simplify the lesson and achieve language acquisition better.
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.
Without a clear purpose statement the writer can easily stray from the topic of the assignment and confuse the audience. Some writers find it difficult to present a clear purpose or easily get confused, to avoid this a writer should present a straight-forward statement. Recently I was asked to write an essay in two class periods, meaning that the quality of my essay wouldn’t be as high when compared to my other essays that I had a longer time to work on. Due to the amount of time given, I knew that in order to write an excellent essay I needed to establish a clear statement. In my essay I established my purpose through the sentence “ This has led me to urge the addition of “Shitty First Drafts” by Anne Lamott and “Writing for an Audience” by Linda Flower to the curriculum for Seniors.” With my statement, I present a clear idea that is straight forward without clusters of high vocabulary fillers that could. As writers in a higher advanced educational system, our assignments must not only catch the reader’s eye but give enough information as well. In this situation of academia, a clear purpose statement is only the first step in writing an efficient essay. The next necessary step in the writing process is to create a connection and address the audience
It is important that when selecting complex text educators look for specific factors that would meet each reader’s needs. These factors include language proficiency, background knowledge and experiences, and level of motivation. Depending on the factors mentioned, the educators can differentiate the instruction to meet the needs of the students where they could read a text and apply strategies learned. It is important to understand the text complexity because we do want readers to read text which are not challenging enough or that are extremely challenge that would make their self-efficacy low. Therefore, when Fisher & Frey (2012) stated the factors to take into consideration when selecting a text are established, readers would interact with the text. Moreover, the use of comprehension strategies like question and answer relationships (Reutzel & Cooter, 2016) would help the readers comprehend the text as they read