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Comprehension Strategy Paper
Comprehension Strategy Paper
EDR 390
important strategy that is taught young and built upon as students get older. Books, stories,
lessons, articles, and more will be utilized in and out of the school setting. Aside from learning
about characters we can also learn about what character traits are and what traits we have.
When it comes to teaching reading comprehension there are many parts you should take
into account. Nguyen, Leytham, Whitby, and Gelfer say that there are five steps for teaching
reading comprehension for students. They are: access and build background knowledge, create
understanding. Before reading access and build background knowledge by using visual support
presenting the student with information related to the text as well as pre-teaching vocabulary key
terms. Do a picture walk through the store before reading to create mental images. Use a graphic
organizer for a visual representation of the story during the reading to make connections. Model
reciprocal questioning to generate and answer questions after reading to engage in consistent
discussions. Story recall teaches students to create casual connections and casual chains after
comprehension strategy to help students. According to Strasser and Rio, “Results suggest that
vocabulary, monitoring, inferences, working memory, inhibitory skill, and attention, but not
theory of mind, make a significant contribution. Effects of vocabulary breadth are mediated by
vocabulary depth, and effects of working memory are partially mediated by monitoring and
inferences. When story comprehension is measured through recall of isolated story elements,
only working memory and vocabulary explain significant variance. Theoretical as well as
practical implications are discussed.” Coherent representation, vocabulary, monitoring,
inferences, working memory, inhibitory skill, and attention all make significant contributions to
and Mieras found that “Over the course of the study, however, the teachers moved towards a
vision of literary response that highlights interpretation over comprehension. Their broadened
expectations emphasized the affective, personal, and social nature of literary discussion which
privileges intertextual connections between the text on the page and the texts of readers' lives.”
Students retain information at a higher level when they are able to make text to self connections.
Meller, Richardson, and Hatch suggest teaching children that “characters a not real but (are)
constructed by authors and that stories are not reality but selective versions of it; authors lead the
reader to respond to the story in particular ways through use of language, point of view, and
other conventions, and that children can generate alternatives to authors’ perspectives; authors
leave gaps in stories, so readers can look for what is missing and explore why; and authors write
for particular audiences and assume that these audiences have specific cultural knowledge and
share certain values”. It is crucial for students to learn the conventions authors use and build
Read aloud, guided reading, book centers, and buddy books allow students to be on the
same page as others with what they are reading. According to Hudson, “a book talk is an
opportunity for a reader to share with other readers a book that he or she enjoyed. During a book
talk, the speaker familiarizes the audience with the book in just one to two minutes. In this brief
period, the book talk introduces the audience to the main characters of the story and the problem
that the characters encounter in the book”. Books talks help students share what they have
learned about the book they read. I think this could work well with the book’s students read for
AR testing.
This specific comprehension strategy, describing characters, settings, and major events in
a story using key details, is important to student’s fundamental basis of understanding that is
built upon over time. I have personally seen students who are learning to read or just starting out
and it is hard for them to understand what characters are, what the setting is, or even are able to
tell me what happened in the story. When reading through a book with a student or having them
read one to me, we take a picture walk before hand and I ask questions about almost each page to
gage what the student has picked up or remembers has happened throughout the story so far.
This strategy can be integrated in content instruction and incorporated into lessons as the
When children practice asking critical question questions about the text, they are
developing reading and thinking skills that can lead to powerful insights into how texts work,
how readers can become more aware of their place in the reading process, and where they fit into
the social world that surrounds them. Describing characters, settings, and major events in a story
using key details is an important strategy that is taught young and built upon as students get
older. Books, stories, lessons, articles, and more will be utilized in and out of the school setting.
Works Cited
Hudson, A. (2016, May 19). Get Them Talking! Using Student‐Led Book Talks in the Primary
https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/trtr.1494
Nguyen, N., Leytham, P., Whitby, P., & Gelfer, J. (2015, April 11). Reading Comprehension and
Autism in the Primary General Education Classroom. Retrieved November 07, 2018,
from https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/trtr.1367
Meller, W. B., Richardson, D., & Hatch, J. (2015). Using Read-Alouds with Critical Literacy
learners: Connecting classroom practice to the common core (pp. 102-110). New York,
NY: Routledge.
Strasser, K., & Río, F. (2013, December 12). The Role of Comprehension Monitoring, Theory of
https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.68
Wolf, S., Carey, A., & Mieras, E. (2011, November 09). "What is this literachurch stuff