- Reading comprehension may be the most
important academic skill a child can acquire: as it allows them to learn, pursue interests and avoid boredom
is divided into four components (Siegler
& Alibali, 2005):
- Lexical access
Identifying words and accessing their meanings from long-term
Example: reading the word “fork” and understanding
that it is something that is used to eat with, usually having 2 or more prongs.
Other meanings? Pitch fork – work in garden or the
field, fork in the road – when a road is divided into branches
- Propositional assembly
Relating words to one another to form meaningful units
Example: reading the sentence: “The old boat sank”
– understanding that there was a boat, the boat was old, the boat sank, etc.
- Propositional integration
Combining individual propositions into larger units of
Example: seeing the meaning of the text as a whole –
a number of words form a sentence, sentence fits into a paragraph, which fits into a chapter, etc.
- Text modeling
The process by which children draw inferences and relate
what they are reading to what they already know
Example: after reading the sentence “the old boat
sank” the child draw on their knowledge of what happens to things when they get old – they break. Children conclude
that the boat sank because it was old and its structure was no longer able to hold it together.
Comprehension Strategies (Bourgeault, n.d.)
- the main purpose of the pre-reading strategy is to orient readers
to stories prior to reading.
- Fact or Fiction?
- clues about the story?
- skim each page for clues.
- for important words.
- for hard words.
- where? when?
Fact or fiction??
and ask questions.
the paragraph or segment.
the difficult parts.
what the next paragraph or segment might discuss.
to activate prior knowlegde and other appropriate strategies).
teacher picks key words from a story, and writes them down in the order they occur
predict by writing what they think will happen, according to those words
or child reads the story, or they can read it together
Comprehension and Recall
skims page, writes down words that "pop out" at him/her, and makes a list
uses those words as a "cue" to remember what paragraph, or chapter is about
this at first, but the student choose his/her own cue words