Reading Comprehension
Strategies
Activating prior knowledge
Determining the most important ideas
Asking questions (of themselves, author and text)
Visualizing and creating other sensory images
Inferring
Synthesizing
"Fix up" strategies to repair comprehension (e.g. reread, use context clues, ask questions etc.)
Gradual Release of
Responsibility Model
1. Teacher models
and explains it to students
2. Teacher guides students in using strategies
to gradually move responsibility to students
3. Students practise applying the strategies learnt
while the teacher provides feedback
4. Students apply the strategies learnt independently
Roles and Responsibilities in Reading Comprehension
Teacher
model strategies
relate prior knowledge
to new reading text
use graphic organizers to help students
highlight key information
monitors students' successes and needs and uses this
information to set goals
Students
Make predictions about the text
identify difficult areas in the text
(e.g. using stickies)
Use fix up strategies
(e.g. rereading, reading ahead, asking a peer)
listens to responses and ideas from peers
and incorporating it into their own thinking about the text
Instructional Approaches
Scaffolding
Coaching
Reflecting
Guiding
Modelling
Thinking aloud
Bloom's Taxonomy
and the "3R's" to enhance reading comprehension and higher order thinking
(e.g. Activities associated to retelling correspond with the Knowledge and Comprehension categories of Bloom's Taxonomy)
Bloom's Taxonomy
Knowledge and comprehension
Application and analysis
Synthesis and evaluation
The 3 R's
Retelling
Relating
Reflecting