Study Document
Pages:4 (1068 words)
Sources:3
Document Type:Case Study
Document:#58154180
Reading Comprehension: Strategies and ActivitiesIntroductionThe primary objective of reading is to comprehend and reconstruct the writers mental world. Skilled readers experience a sense of ease and natural flow in their comprehension, although this masks the underlying complexity of reading, even when the text is straightforward. Numerous cognitive and linguistic processes come into play, ranging from word identification to inferences about situations not fully described in the text. Consequently, finding a straightforward solution to questions like How does reading comprehension develop and Why does it sometimes fail becomes exceedingly challenging (Nation, 2019).Part 1: Strategies and SettingsFocus on overall language comprehension: Recent studies indicate that difficulties in reading comprehension may originate from an underlying weakness in oral language, which persists from early childhood, even before formal reading instruction. Students who struggle with reading comprehension also tend to comprehend fewer spoken words, have a limited grasp of auditory input, and exhibit weaker spoken grammar (Nation, 2019; Parrish, 2020; Ellemen and Oslund, 2019).Provide vocabulary instruction: Since students with poor comprehension often lack adequate vocabulary skills and struggle to comprehend spoken language, it is beneficial to teach the meanings of new words using multisensory techniques such as graphic organizers, pictures, and mnemonics. Enhancing overall language proficiency increases their ability to understand words encountered in written text (Nation, 2019; Parrish, 2020; Ellemen and Oslund, 2019).Teach critical thinking strategies: Once students acquire the necessary vocabulary to navigate a text, they often face challenges related to complex thinking and sustained attention required to comprehend important details and infer information that is not explicitly stated. Teachers can instruct students on cognitive strategies (Nation, 2019; Parrish, 2020; Ellemen and Oslund, 2019).Encourage reciprocal teaching: Following instruction, students can consistently practice and implement cognitive strategies through reciprocal teaching, which empowers them to take a leadership role in their learning and encourages metacognition while listening or reading (Nation, 2019; Parrish, 2020; Ellemen and Oslund, 2019).Directly instruct comprehension skills: Students should receive explicit instruction in comprehension skills such as sequencing, story structure using the plot mountain, making inferences and drawing conclusions, and recognizing various forms of figurative language. They should have opportunities to practice these skills initially with texts read…
…the cognitive processes required for comprehension (Nation, 2019; Parrish, 2020; Ellemen and Oslund, 2019).Students can learn and apply the best strategies for them, depending on the text they are reading. Employing these thinking strategies enhances reading comprehension and benefits writing skills.Encouraging reciprocal teaching practices can be valuable. Teachers can implement reciprocal teaching during class discussions, reading aloud, and group reading activities. Students can rotate between the following roles: Questioner: Poses questions about unclear or confusing aspects of the lesson, discussion, or text or establishes connections with previously acquired knowledge. Summarizer: Summarizes the key points or details from the lesson, discussion, or text. Clarifier: Addresses the questions raised by the Questioner and ensures clarity on confusing aspects for everyone. Predictor: Makes predictions about forthcoming content based on the presented, discussed, or read material (Nation, 2019; Parrish, 2020; Ellemen and Oslund, 2019).Explicitly teaching comprehension skills is crucial. Teachers can assist students in selecting reading materials that align with their current vocabulary proficiency, enabling them to engage with texts at accessible levels within the classroom (Nation, 2019; Parrish, 2020; Ellemen and Oslund,…
Study Document
One counterargument to the practice of teaching vocabulary is that children learn the meanings of many words by experiencing those words in the actual world and in text without explicit instruction. Unfortunately, such incidental learning is filled with possible problems. The definitions learned range from richly contextualized and more than sufficient, to incomplete to wrong. Children do develop knowledge of vocabulary through incidental contact with new words they read. This
Study Document
The Title I reading instructor will become familiar with the Plato Learning content library. The Title 1 reading instructor will begin supplementing classroom instruction with the mini classroom lab using software from Plato Learning. Title I reading instructor will assess classroom performance and modify lab use accordingly. The STAR Reading test results will be evaluated. Survey results on student attitudes towards reading and learning will be compared to April 2007 results. The state standard scores
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Learning Disability Student ESL There is an urgent necessity to help reading-disabled pupils read, since weak reading skills are linked to serious consequences. Children who fail at reading properly will be prone to dropping out of school and facing pervasive scholastic issues. To add to this scenario's urgency, standard instruction does not aid most pupils who fail to grasp adequate reading skills during their early elementary years even till they
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Recent reviews of research on summer school show that high quality programs can make a difference in student learning (Harrington-Lueker, 2000). Results of the research point to programs that focus on corrective or accelerated learning have a positive consequence on student learning. There is significant evidence that summer school can help bring many struggling students up to grade level and prevents loss of learning with many others (Denton, 2001;
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Music on Vocabulary Competence, Writing, Reading Comprehension and Motivation in English Language Learning in High-School EFFECTIVENESS OF MUSIC ON VOCABULARY The Effectiveness of Music on Vocabulary Competence, Writing, Reading Comprehension and Motivation in English Language Learning in High-School Most English language learners in high schools show poor vocabulary competence. The main reason for this is the limited level of exposure to the language. It is generally understood and practically acknowledged that words
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This needs to be role modeled by the peers and adults with whom the young child comes in contact. When children observe this strong positive interest in learning, be it through reading books, playing word games, telling stories or many other activities, they will surely follow suit. First, they have an innate desire to learn. Second, they want their actions to receive a positive reaction. Third, more than anything,