Reading Comprehension

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Aims and Objectives

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Reading Comprehension

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)

The 3 R's

Retelling

Relating

Bloom's Taxonomy

Knowledge and comprehension

Application and analysis

Synthesis and evaluation

Instructional Approaches

Thinking aloud

Modelling

Guiding

Reflecting

Coaching

Scaffolding

Roles and Responsibilities in Reading Comprehension

Students

listens to responses and ideas from peers and incorporating it into their own thinking about the text

Use fix up strategies (e.g. rereading, reading ahead, asking a peer)

identify difficult areas in the text (e.g. using stickies)

Make predictions about the text

Teacher

monitors students' successes and needs and uses this information to set goals

use graphic organizers to help students highlight key information

relate prior knowledge to new reading text

model strategies

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

Strategies

"Fix up" strategies to repair comprehension (e.g. reread, use context clues, ask questions etc.)

Synthesizing

Inferring

Visualizing and creating other sensory images

Asking questions (of themselves, author and text)

Determining the most important ideas

Activating prior knowledge