What is reading comprehension?
Comprehension is the essence of reading. According to Brassell & Rasinski (2008,p.18) “comprehension occurs when a reader is able to act on, respond to, or transform the information that is presented in written text in ways that it demonstrates understanding”(as cited in Ellery,2009, p170). Reading is understanding written text or comprehension of author’s intentions. Making meaning in reading can be an active and reflective process. It is a process that goes beyond reconstructing meanings intended by authors or deemed relevant by others. Meaning is also shaped by reader’s prior knowledge, experiences and attitudes that they bring to texts (Harris, Turbill, Fitzsimmons & McKenzie, 2006.pp.38). For successful comprehension there are three important elements which are text, the reader and the task. According to Research and Development (RAND) Reading Study Group (RRSG) successful comprehension occurs when the demands of the text, the challenges of the task, and the skills and proclivities of the reader are well aligned (Snow, 2010. pp. 413). RRSG, (2002) defined comprehension as “the process of simultaneously constructing and extracting meaning through interaction and engagement with print” (as cited in Snow, 2010. pp.413)
Duke and Martin (2008) stresses the importance of teaching comprehension strategies in primary schools specifically early in child’s schooling (as cited in Winch, Johnston, March, Ljungdahl & Holliday, 2010, pp.92). In lower primary classes teaching comprehension is mainly focused on literal or what is stated directly in the text.
According to the NRP report “Comprehension strategies are specific procedures that guide students to become aware of how well they are comprehending as they attempt to read and write” (NICHD, 2000, p.4-5 as cited in Ellery, 2009, p.170).
Balanced comprehension instruction is, both explicit instructions in specific comprehension strategies and a great deal of time on actual reading, writing and discussion of text (Duke & Pearson, 2002 p.207).When considering balanced comprehension instructions, one cannot deny a supportive classroom context where a great deal of time spent on reading to apply the skills, knowledge and strategies in actual reading. The students need to read real texts with a clear compelling purpose in mind not only texts designed specifically for reading instructions. Make available a variety of text genres for the students to read. Creating environments full of rich vocabulary, concept development such as hands – on – activities, excursions and conversations can really develop the vocabulary and concept knowledge required for understanding different texts.
Reciprocal Teaching.
Brown and Palincsar(1994,1986,1983& 1984) highly recommend reciprocal teaching which is an evidence- based dialogic instructional approach which supports students in collaborative learning with teacher scaffolding, guidance, modeling and practice (as cited in Meyer,2010,pp.41). Traditionally, there are four comprehension strategies in reciprocal teaching which are predicting, clarifying, questioning and summerising. Teachers can use reciprocal teaching to support readers of variable abilities to extend their zones of proximal development defined by Vygotsky(1978), but here the teachers need to be selective when choosing reading tasks that are challenging but not frustrating for the students says Joshi(2005)(as cited in Meyer,2010,pp.42).
Comprehension is the essence of reading. According to Brassell & Rasinski (2008,p.18) “comprehension occurs when a reader is able to act on, respond to, or transform the information that is presented in written text in ways that it demonstrates understanding”(as cited in Ellery,2009, p170). Reading is understanding written text or comprehension of author’s intentions. Making meaning in reading can be an active and reflective process. It is a process that goes beyond reconstructing meanings intended by authors or deemed relevant by others. Meaning is also shaped by reader’s prior knowledge, experiences and attitudes that they bring to texts (Harris, Turbill, Fitzsimmons & McKenzie, 2006.pp.38). For successful comprehension there are three important elements which are text, the reader and the task. According to Research and Development (RAND) Reading Study Group (RRSG) successful comprehension occurs when the demands of the text, the challenges of the task, and the skills and proclivities of the reader are well aligned (Snow, 2010. pp. 413). RRSG, (2002) defined comprehension as “the process of simultaneously constructing and extracting meaning through interaction and engagement with print” (as cited in Snow, 2010. pp.413)
Duke and Martin (2008) stresses the importance of teaching comprehension strategies in primary schools specifically early in child’s schooling (as cited in Winch, Johnston, March, Ljungdahl & Holliday, 2010, pp.92). In lower primary classes teaching comprehension is mainly focused on literal or what is stated directly in the text.
According to the NRP report “Comprehension strategies are specific procedures that guide students to become aware of how well they are comprehending as they attempt to read and write” (NICHD, 2000, p.4-5 as cited in Ellery, 2009, p.170).
Balanced comprehension instruction is, both explicit instructions in specific comprehension strategies and a great deal of time on actual reading, writing and discussion of text (Duke & Pearson, 2002 p.207).When considering balanced comprehension instructions, one cannot deny a supportive classroom context where a great deal of time spent on reading to apply the skills, knowledge and strategies in actual reading. The students need to read real texts with a clear compelling purpose in mind not only texts designed specifically for reading instructions. Make available a variety of text genres for the students to read. Creating environments full of rich vocabulary, concept development such as hands – on – activities, excursions and conversations can really develop the vocabulary and concept knowledge required for understanding different texts.
Reciprocal Teaching.
Brown and Palincsar(1994,1986,1983& 1984) highly recommend reciprocal teaching which is an evidence- based dialogic instructional approach which supports students in collaborative learning with teacher scaffolding, guidance, modeling and practice (as cited in Meyer,2010,pp.41). Traditionally, there are four comprehension strategies in reciprocal teaching which are predicting, clarifying, questioning and summerising. Teachers can use reciprocal teaching to support readers of variable abilities to extend their zones of proximal development defined by Vygotsky(1978), but here the teachers need to be selective when choosing reading tasks that are challenging but not frustrating for the students says Joshi(2005)(as cited in Meyer,2010,pp.42).