Helping students to comprehend narrative, expository and poetic texts is a challenge that faces all teachers. Regardless of subject or grade level, all teachers are teachers of reading. Many comprehension strategies have been developed over the past three decades…
Helping students to comprehend narrative, expository and poetic texts is a challenge that faces all teachers. Regardless of subject or grade level, all teachers are teachers of reading. Many comprehension strategies have been developed over the past three decades.While all can be applied to any of these three types of texts, some seem to naturally go with one more than another.Choosing “the best” for each one is not really possible, because teacher personality, state standards and concerns such as class size and student grouping all have bearing on which comprehension strategy should be used. The three strategies in this essay have all been used to good effect by myself or one of my former teachers. A good comprehension strategy for helping students to maximize their understanding of a c narrative text is an activity called “What is it?” This is an activity where students work individually and in cooperative groups to recall the most important elements of setting, character and plot. Students retell portions of the narrative text to one another while listening student record important points relating to setting, character and plot. This activity utilizes graphic organizers and is facilitated by the instructor. Retelling portions of the text allows the student speaking the opportunity to give voice to their impressions and remembrances of the narrative. Students listening use the graphic organizer to write points mentioned by the speaker. Each student in the group takes a turn adding to the growing list of setting, character and plot elements ...
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Learning-disabled people face difficulties in the processes of receiving and storing information. Many strategies exist for teaching learning-disabled children, which play a critical role in improving the learning processes of such children. In this paper, we will provide an overview of some strategies that may be helpful in teaching the students who have learning disabilities.
Using Graphic Organizers to Teach Reading Comprehension
Learning has been a challenging activity. Among the leading challenges faced by intermediate or college students are the issues related with the comprehension, understanding and development of contextual understanding of the topics taught during the class period.
This makes the position of being able to evaluate the credibility of any source an important skill that is applicable at work, in schools and in normal life situations. The exercise has become even more difficult with the increased controversy, advertisement and the on going blogging, making most people to wonder how they are expected to go about the process of sieving through all the available resources and come up with trustworthy and credible information.
Reading Comprehension Richardson, Morgan and Fleener (2008) provided a comprehensive definition of reading comprehension, drawing from a number of sources and paradigms. It was stated that it is not merely basic reading or the recognition of words and symbols.
The graphic organizers that are used in learning comprehension include concept maps, story maps, semantic maps, unit organizers and Venn diagrams. Regardless of the name of the graphic organizer, they all deliver the same information. They help the students understand what they read in text books and the information that is in picture books.
This lesson plan has been constructed for English Language Learners to enhance their reading comprehension skills. The reading and comprehension exercises will, besides sharpening their reading capabilities, enrich their vocabulary and offer them more practice in writing grammatically correct sentences independently.Expectations and Assessment: Students are expected to read and understand the passage clearly.
In general, reading is a process that is comprised of three general phases; 1) before-; 2) during-; and 3) after-reading. Recognition of this process allows a reader to develop their own personal strategies that align with goal outcomes of each phase. In this way a reader can be assured that they will read more effectively, deeply and meaningfully (Fairbrain, 2000).
Accordingly,all knowledge is packaged into units which are called schemata. A schema then is a data structuyre for representing concepts stored inside the book.
In the construction of an interpretation of an event,object or situation in the process of comprehension,the total set of schemata instantiated at a particular moment in time constitutes our internal model of the passage we face at that moment of time,or,in the case of memorizing a text,a model of the situation depicted by the text.
echanisms of evaluation and attitudes dispensed formally in the classroom and or through other non classroom activities that commandeer prospective emotional, academic, physical and social development of the college student.
The sole purpose of studying is to read, comprehend
The writer thinks that it is nearly impossible task to change the minds of teachers and educators in compliance with the learning style of the individual students. So, the instruction method supplemented with images, appropriate audio and videotapes and other supporting material provides the best and efficient learning ambiance for the students.
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