Defining comprehension strategies and instructional strategies WK3ASSGN HardenA
- 1. Defining Comprehension Strategies and Instructional Strategies
- 2. Comprehension is important because students need to be able to not only to call words while reading but actually be able to understand what is being read. As educators, we need to have our students reading with a purpose (Reutzel & Cooter, 2016). In order to have an opportunity to build comprehension skills, students need instruction and a variety of strategies to choose from. There are various comprehension strategies that are used by the teacher to help students build on their learning and engagement within the classroom.
- 3. This is a metacognitive strategy that is used by the learner to help recognize his/her own thinking ability. It also brings out the strategies that enhances comprehension, as well as the control one has over their own thinking (Reutzel & Cooter, 2016). This strategy can be used to enhance comprehension while reading various texts.
- 4. The metacomprehension strategy index is used by the learner to assess their awareness of many comprehension strategies used before, during, and after reading the text (Reutzel & Cooter, 2016). This strategy is used to measure a student’s metacomprehension for intervention purposes. The questions that go with it allows the students and teacher to see where they are more comfortable as far as the use of comprehension strategies are concerned.
- 5. This is a strategy that teachers use to assess students’ comprehension and the knowledge of text structure in holistic sequences and organized ways (Reutzel and Cooter, 2016). The teacher will inculcate the use of an oral story retelling coding form and maybe give points for all the elements included. Setting Objective Events Sequence Problem Solution
- 6. Scrambled Schema Story Task is a strategy used by teachers to assess how well a student can reconstruct the order of a story (Reutzel & Cooter, 2016). During this the story is divided into various components then scrambled. The students must then re- organize the elements of the story in the correct order. This will help the teacher see if he/she need to change the instruction or alter it to fit the needs of each of the students.
- 7. The comprehension and instructional strategies that were mentioned are effective for transitional, intermediate, and advanced learners because they help students become more engaged in the lesson as well as addressing the Common Core State Standards for comprehension. Students at each of these levels are to be able to read at or above grade level and with a purpose and understanding as well as recognize when they should self-correct (Common Core State Standards Initiative, 2012). These strategies are reliable to both the students and Teacher.
- 8. Reading Comprehension also depends upon decoding and language comprehension. These fundamental skills are important to the enhancement of comprehending what is read. While it varies from student to student, teachers need to recognize the value of each element of reading (SEDL, 2013). As it was brought out, decoding and language comprehension depends on each other in order to be successful.
- 9. This lesson is for grades 3rd -5th and can be used with any story or text. It used Character Perspective Charting which helped students better understand, interpret, and appreciate the stories they read. (IRA and National Council of Teachers of English, 2014). To help my students I could use a text that is grade-level appropriate and engaging to the students.
- 10. There are many differences between comprehension strategies and instructional strategies. The main one that students use is the one that shows how they are more motivated by each other while teachers are using strategies that are specific to a student’s needs. Both are important to the success of students learning how to comprehend what he/she reads.
- 11. Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction in an era of common core standards: Helping every child succeed (5th ed.). Boston, MA: Pearson. International Reading Association (IRA) and National Council of Teachers of English. (2014a). ReadWriteThink. Retrieved from http://www.readwritethink.org/search/?grade=13&resource_type=6&learning _objective=8 Common Core State Standards Initiative. (2012b). English language arts standards: Reading: Foundational skills: Kindergarten. Retrieved from http://www.corestandards.org/ELA-Literacy/RF/K SEDL. (2013). Cognitive elements of reading. Retrieved from http://www.sedl.org/reading/framework/elements.html