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Reading Comprehension
Reading comprehension is defined as the ability to process text, understand its meaning, and integrate the text with what the reader already knows. Reading comprehension is vital to a student’s success.
The acquisition of reading comprehension skills is defined as learning to understand writing as well as one understands spoken language (Perfetti et al., 2005).
In order to have higher levels of reading comprehension, students need instruction and mentoring in all areas, not only those academic, but those relating to personal goals and motivation.
Guided Reading
Guided reading is small-group reading instruction that provides differentiated teaching that supports students in becoming proficient readers. Guided reading groups focus on developing both the reading fluency and comprehension of students.
One practice highlighted is teacher modeling, where a teacher engages students by showing them how to perform a skill, describing every step using a basis of logic and reasoning.
Some faults of guided reading programs are improper use and students not being active participants
It is not enough to just read with students, educators must have knowledge of strategies they want to model for their students and make the lesson objectives clear and student-friendly.
Chunking and Text Summarization
Chunking is the grouping of words into short meaningful phrases to enhance one’s comprehension of what they are reading. This strategy works to prevent word-by-word reading which often causes readers to forget what they read at the beginning of the sentence before they get to the end.
In the case of chunking, teachers are providing students with a thinking job or task as they read so that the reading they do is meaningful and has a sense of purpose.
Text summarization is defined as the process in which one creates a short, accurate, and fluent summary of a longer text. There are four steps of text summarization as the following: monitoring, trimming down, combining, and calling.
In the case of text summarization, explicit instruction on how to summarize a text allows for students to practice strategies that will help their comprehension of the text.
References
Avivah Avivah, Fitri Hilmiyati, & Khaeroni Khaeroni. (2022). The Utilization of Text Summary Techniques to Improve Students’ Reading Comprehension Skills. Journal of Integrated Elementary Education, 2(2), 95–104. https://doi.org/10.21580/jieed.v2i2.12635
Hansen, Kathryn E. (2016). Guided Reading and How It Affects Reading Comprehension in Struggling, Middle Level, and High Level Readers. Education Masters. Paper 360.
O'Rourke, Emily,. (2017). The Impact Of Effective Guided Reading Practices. School of Education Student Capstone Theses and Dissertations. 4290. https://digitalcommons.hamline.edu/hse_all/4290
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The Acquisition of Reading Comprehension Skill. The Science of Reading: A Handbook, 227–247. https://doi.org/10.1002/9780470757642.ch13
Stevens, K. C. (1981). Chunking Material as an Aid to Reading Comprehension. Journal of Reading, 25(2), 126–129. http://www.jstor.org/stable/40030265
Stutz, F., Schaffner, E., & Schiefele, U. (2016). Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades. Learning and Individual Differences, 45, 101–113. https://doi.org/10.1016/j.lindif.2015.11.022
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