The Simple View of Reading is a formula demonstrating the widely accepted view that reading has two basic components: word recognition (decoding) and language comprehension. Research studies show that a student’s reading comprehension score can be predicted if decoding skills and language comprehension abilities are known.
One of the most misunderstood topics in reading instruction involves the extent to which children should be encouraged to rely on context cues in reading.
Children learn when they make connections between what they hear and what they know. One method parents can use to help make these connections is called a think aloud, where you talk through your thoughts as you read.
In addition to explicit phonics instruction, teachers need to support students’ ability to understand complex text and build background knowledge. Teachers also deserve access to high-quality curriculum materials — a thoughtfully arranged, comprehensive, sequential curriculum that embeds standards, the science of reading, and key instructional shifts.
Collaborative Strategic Reading (CSR) teaches students to use comprehension strategies while working cooperatively. Student strategies include previewing the text; giving ongoing feedback by deciding “click” (I get it) or “clunk” (I don’t get it) at the end of each paragraph; “getting the gist” of the most important parts of the text; and “wrapping up” key ideas. Find out how to help students of mixed achievement levels apply comprehension strategies while reading content area text in small groups.
To help students become comfortable with multimedia, it is useful to incorporate it into your instruction wherever possible. Providing varied means of representing information (Universal Design for Learning) can help improve your students’ access to complex texts.
A veteran teacher describes how she used visualization, Google images, video, and Skype to build background knowledge and enrich her students’ classroom read aloud of a fiction book about ospreys.
The best story times are very interactive: You are talking about and reading the story, your child is talking, and there is conversation taking place between the two of you — what educators call “dialogic” reading.
Teacher read alouds are a vital part of literacy instruction in primary classrooms. Learn how to conduct read alouds that feature high-quality children’s books which will prompt children to think and talk about social issues that impact their daily lives.
When kids have lots of experiences to draw on, they have a better chance of making a connection with what they read! Help your child build background knowledge this summer with these activities.
Students need to think while they are reading. By using modeling, coached practice, and reflection, you can teach your students strategies to help them think while they read and build their comprehension.
Educators may find timelines a useful strategy for a variety of educational purposes. They can be used to record events from a story or a history lesson in a sequential format. They can help students keep events in chronological order as they write summaries.
How does the mind work — and how does it learn? Teachers’ instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such gut knowledge often serves us well, but is there anything sturdier to rely on?
Kids and adults alike couldn’t wait for the release of the newest Harry Potter book. Young readers embraced the young wizard and his friends, and have made Hogwarts, the rivalry between its Houses, the names of the faculty, and the passion for Quidditch household terms.
Effective comprehension instruction is instruction that helps students to become independent, strategic, and metacognitive readers who are able to develop, control, and use a variety of comprehension strategies to ensure that they understand what they read. To achieve this goal, comprehension instruction must begin as soon as students begin to read and it must: be explicit, intensive, and persistent; help students to become aware of text organization; and motivate students to read widely.
In today’s schools, too many children struggle with learning to read. We must become well-versed in science-based reading instruction in order to affect school-wide policy. And for our children, we must be sure they are receiving the best possible instruction in reading.
According to author E. D. Hirsch, Jr., the only useful way to prepare for a reading test is indirectly by becoming a good reader of a broad range of texts, an ability that requires broad general knowledge.
This article illustrates the difference between being able to decode words on a page and being able to derive meaning from the words and the concepts they are trying to convey.
The purpose of reading is comprehension — getting meaning from written text. Find out what else research tells us about the active process of constructing meaning, and how good readers consciously employing comprehension strategies.
The National Reading Panel identified three predominant elements to support the development of reading comprehension skills: vocabulary instruction, active reading, and teacher preparation to deliver strategy instruction.
Students often think they understand a body of material and, believing that they know it, stop trying to learn more. But come test time, it turns out they really don’t know the material very well at all. Can cognitive science tell us anything about why students are commonly mistaken about what they know and don’t know? Are there any strategies teachers can use to help students better estimate what they know?
Many learners with disabilities are visual learners and are best able to understand and remember content when they can see it represented in some way; in other words, they need to “see what we mean.” Three visual supports helpful for teaching and supporting literacy development are described here: picture books, graphic notes, and story kits.
