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- Concepts of Print
- Phonological Awareness
- Sound-Letter Knowledge
- Morphology
- Fluency
- Vocabulary
- Comprehension
- Composition / Writing
- Genre Knowledge
- Motivation
- Students with Special Needs
- English Language Learners
- Urban Education
- Education Resources
What is Comprehension?
Comprehension is the ability to utilize lower order reading processes (including decoding and vocabulary knowledge) and higher order processes (including relation of text content to schema and conscious controllable processing) to understand concepts and ideas from text. (Holdgreve-Resendez, 2010a), (Pressley, 2000).
There are many factors that affect comprehension. These factors that affect comprehension are:
(Holdgreve-Resendez, 2010a) & (McKenna & Stahl, 2009)
There are many factors that affect comprehension. These factors that affect comprehension are:
- Decoding
- Vocabulary
- Prior knowledge
- Controlled processing
- Phonological processing
- Oral language
- Fluency
- Short term and working memory
- Motivation
- Type of text
(Holdgreve-Resendez, 2010a) & (McKenna & Stahl, 2009)
Why is Comprehension Important?
Comprehension is a key tool in literary development. Without comprehension, there is little reason in attempting to read. A student must process what he or she is reading to effectively understand the concepts of the text.
How does Comprehension Develop?
There are several different ways that comprehension is developed. Their are:
- Top-down or bottom-up strategies
- Observation
- Direct instruction
Strategies that readers use:
- Predict
- Question
- Imagine
- Clarify
- Summarize
- Make inferences
- Integrate prior knowledge
(Holdgreve-Resendez, 2010a) & (McKenna & Stahl, 2009)
Assessments for Comprehension
Informal assessments:
(McKenna & Stahl, 2009)
- Retelling
- Summarization
- Observations
- Graphic organizers
- Journal entries
- Listening and reading comprehension
- Qualitative Reading Inventory (QRI)
(McKenna & Stahl, 2009)
Formal assessments:
These assessments are great to test a child's comprehension!
These assessments are great to test a child's comprehension!
- Concepts of Comprehension Assessment (COCA)
- Cloze Test (McKenna and Stahl, 2009).
- San Diego Quick Assessment Form 1 (McKenna and Stahl).
ira09ellinnellhandout.ppt | |
File Size: | 432 kb |
File Type: | ppt |
coca.administration.pdf | |
File Size: | 499 kb |
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coca.dimensions.pdf | |
File Size: | 94 kb |
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coca.manual.pdf | |
File Size: | 560 kb |
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coca.dragonflybook.pdf | |
File Size: | 3515 kb |
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coca.scoresheets.pdf | |
File Size: | 299 kb |
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coca.scoring.pdf | |
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cloze_test.pdf | |
File Size: | 2 kb |
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san_diego_quick_assessment.doc | |
File Size: | 97 kb |
File Type: | doc |
Instructional Strategies for Comprehension
The teaching strategies that teachers can use include:
- Model and scaffold effective comprehension
- Give students time to practice and develop skills
- Choose appropriate reading and reading groups for students
- Use authentic texts
- Use a variety of genres
- Write texts
- Talk about texts and their meaning
- Give students time to read (i.e., DEAR: Drop Everything and Read)
Issues with Comprehension for Second Language Learners (SLL)
Second Language Learners would struggle with comprehension. When a student is just learning English, it can be challenging to think in English. Many students will read in English, translate it in their head to their native tongue and then comprehend it. This takes a lot of time and is why many SLL struggle with fluency and comprehension!
(Celce-Murcia, 1983)
This YouTube video demonstrates some struggles that SLL might have with reading comprehension. It also gives some strategies on how to improve comprehension! This video can be used by teachers to teach their students tools and techniques for reading.
Multimedia Resources for Vocabulary
This YouTube video gives tips to parents of young children. It demonstrates to parents or guardians on how to aid their child.
Additional Journals, Articles, and Power Points for Comprehension
Articles and Journals (PDF)
correlating_reading_comprehension_and_health_numeracy.pdf | |
File Size: | 114 kb |
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the_reading_teacher.pdf | |
File Size: | 593 kb |
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the_national_early_literacy_panel_report.pdf | |
File Size: | 130 kb |
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Articles and Journals
Ellery, V. (2010). How do we teach reading as a strategic, decision-making process?. The Reading Teacher, 63(5), 434-436.
Golbeck, A, Paschal, A, Jones, A, & Hsiao, T. (2010). Correlating reading comprehension and health numeracy among adults with low literacy. Elsevier.
McGill-Franzen, A. (2010). The national early literacy panel report: summary commentary, and reflections on policies and practices to improve children's early literacy. The National Early Literacy Panel Report
Golbeck, A, Paschal, A, Jones, A, & Hsiao, T. (2010). Correlating reading comprehension and health numeracy among adults with low literacy. Elsevier.
McGill-Franzen, A. (2010). The national early literacy panel report: summary commentary, and reflections on policies and practices to improve children's early literacy. The National Early Literacy Panel Report
Power Points
Holdgreve-Resendez, R. T. (2010). Comprehension Fall 2010. Extracted from www.angel.msu.edu on November 17, 2010. Comprehension.
comprehensionfall2010_1.ppt | |
File Size: | 220 kb |
File Type: | ppt |
References
Celce-Murcia, M., & Larsen-Freeman, D. (1983). The grammar book: An ESL/EFL teacher’s course.
Ellery, V. (2010). How do we teach reading as a strategic, decision-making process?. The Reading Teacher, 63(5), 434-436.
Golbeck, A, Paschal, A, Jones, A, & Hsiao, T. (2010). Correlating reading comprehension and health numeracy among adults with low literacy. Elsevier,36(2),
Holdgreve-Resendez, R.T. (2010). Comprehension Fall 2010. Extracted from www.angel.msu.edu on November 17, 2010. Comprehension.
McGill-Franzen, A. (2010). The national early literacy panel report: summary commentary, and reflections on policies and practices to improve children's early literacy. Educational Researcher, 39(4), 275-278.
McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction, second edition. New York: Guilford.