Comprehension
Comprehension is WHY we read! It is the reason that we read. Comprehension is the process of constructing meaning using both the author's text and the reader's background knowledge for a specific purpose. If a child is able to read the words but can not make a connection to the text and understand the meaning, then they are not truly reading. In order to be a good reader, they must acquire the skills to take in what they read, analyze it and then be able to make sense of what the author is saying. A good reader is able to make sense of the text and make it their own so they have a better understanding of it all. A strong reader is active as they are reading. Thinking actively while reading means the reader is using their own experience and knowledge of the world, vocabulary, language structure and reading strategies to make sense of the text and are getting the most out of it. When a strong reader is aware that they are having trouble understanding the text, then they are aware of the strategies to use to get a better understanding of it. These strategies include:
Inferring:
is the heart of the comprehension process; it is using what you are reading and what you already know, to figure out what the text is trying to say.
[Information from the text] + [Background Knowledge]=Inferring
A reader is making is inferring when they use what they already know (their background knowledge) and combine it with clues throughout the text, come up with a surface theme of the story, predict an outcome, arrive to questions and answers and so on! Inferring is like being a detective, you are using what you see plus your knowledge to figure out what is going on.
Making Connections:
this is when the student makes a personal connection with what they are reading by using their schema (what life has taught you and the experiences you have had along the way that has made you who you are). It is very important to activate the reader's schema before, during and after they read. There are three main types of connections readers can make when they are reading, these types are:
Text-to-Self: this is the connection that the reader is making between the text and their own personal experience. "It reminds me of the time......"
Text-to-Text: this is the connection that the reader makes when they connect another book to the text. "It reminds me of the book about........."
Text-to-World: this is the connection that the reader makes when they connect what they are reading with something that is going on in the world. "This event in the book is similar to the real event......." (Text-to-World tends to be the hardest connection to make for younger kids.)
Visualizing:
readers are constructing meaning from the text by creating mental images. It is known that if an individual is creating mental images while they are reading, their level of engagement increases and they do not lose focus. This strategy is particular helpful for younger kids, understanding meaning through pictures is sometimes easier for them. ("I visualized..";"I could hear..."; "I could smell..."; "I could taste...")
Questioning:
Questions in general are the heart of teaching and learning. Asking question is giving yourself a chance to learn more and gain more knowledge. Questions is a open door to clarity and a deepen understanding of the text that they are reading. When a student is creating questions about what they reading, they will only move forward. If the student is question what they are reading they are more likely to continue reading because they are curious to figure out the answers to their questions. Again this is keep the student well engaged in what they are reading. It is important in being a good reader to ask questions before, during and after reading. Ask questions about anything; ask questions about the story plot, the content, events in the book, the author, characters, problems and their solutions, and so on. Their are endless amount of options for things that could be questioned. There is no such thing as a dumb question, more questions the better!
Determining Importance:
determining the importance of a text is dependent on what the reader's purpose in reading is. When a student is reading fiction, they are more likely to focus on the character's actions, motives and problems throughout the story. When the reader can relate to the character in the book based on the events the character is going through with their own experience, they are more likely to have an enjoyable and fulfilling experience. If the reader is reading Non-Fiction, they are reading to learn and take in the all the new information. Their will be a lot of information thrown at the reader so it is is important to distinguish what is important facts and what is not important. That way the reader is not overwhelmed with a ton of new information to remember. The important information is the information we WANT to remember.
Synthesizing & Summarizing:
Readers are constantly changing their thought processes as they are reading and gathering more information. As they are gaining this new information they are given a chance to re-evaluate and add to their schema.
Summarizing is retelling the information and then paraphrasing it. Synthesizing is when we merge the information with our thinking and shape it into our own thoughts. This helps the reader see the "bigger picture" as they read. Synthesizing and summarizing allows an individual to gain information, make sense of this information, get the gist and then continue on in learning and reading more.
Inferring:
is the heart of the comprehension process; it is using what you are reading and what you already know, to figure out what the text is trying to say.
[Information from the text] + [Background Knowledge]=Inferring
A reader is making is inferring when they use what they already know (their background knowledge) and combine it with clues throughout the text, come up with a surface theme of the story, predict an outcome, arrive to questions and answers and so on! Inferring is like being a detective, you are using what you see plus your knowledge to figure out what is going on.
Making Connections:
this is when the student makes a personal connection with what they are reading by using their schema (what life has taught you and the experiences you have had along the way that has made you who you are). It is very important to activate the reader's schema before, during and after they read. There are three main types of connections readers can make when they are reading, these types are:
Text-to-Self: this is the connection that the reader is making between the text and their own personal experience. "It reminds me of the time......"
Text-to-Text: this is the connection that the reader makes when they connect another book to the text. "It reminds me of the book about........."
Text-to-World: this is the connection that the reader makes when they connect what they are reading with something that is going on in the world. "This event in the book is similar to the real event......." (Text-to-World tends to be the hardest connection to make for younger kids.)
Visualizing:
readers are constructing meaning from the text by creating mental images. It is known that if an individual is creating mental images while they are reading, their level of engagement increases and they do not lose focus. This strategy is particular helpful for younger kids, understanding meaning through pictures is sometimes easier for them. ("I visualized..";"I could hear..."; "I could smell..."; "I could taste...")
- Mental images is a movie unfolding in your mind as you are reading
- Visualization helps keep the reader engaged in what they are reading; it helps the reader stay focused on what they are reading and helps them pay attention to what they are reading
- Readers will adapt their images as they read.
Questioning:
Questions in general are the heart of teaching and learning. Asking question is giving yourself a chance to learn more and gain more knowledge. Questions is a open door to clarity and a deepen understanding of the text that they are reading. When a student is creating questions about what they reading, they will only move forward. If the student is question what they are reading they are more likely to continue reading because they are curious to figure out the answers to their questions. Again this is keep the student well engaged in what they are reading. It is important in being a good reader to ask questions before, during and after reading. Ask questions about anything; ask questions about the story plot, the content, events in the book, the author, characters, problems and their solutions, and so on. Their are endless amount of options for things that could be questioned. There is no such thing as a dumb question, more questions the better!
Determining Importance:
determining the importance of a text is dependent on what the reader's purpose in reading is. When a student is reading fiction, they are more likely to focus on the character's actions, motives and problems throughout the story. When the reader can relate to the character in the book based on the events the character is going through with their own experience, they are more likely to have an enjoyable and fulfilling experience. If the reader is reading Non-Fiction, they are reading to learn and take in the all the new information. Their will be a lot of information thrown at the reader so it is is important to distinguish what is important facts and what is not important. That way the reader is not overwhelmed with a ton of new information to remember. The important information is the information we WANT to remember.
Synthesizing & Summarizing:
Readers are constantly changing their thought processes as they are reading and gathering more information. As they are gaining this new information they are given a chance to re-evaluate and add to their schema.
Summarizing is retelling the information and then paraphrasing it. Synthesizing is when we merge the information with our thinking and shape it into our own thoughts. This helps the reader see the "bigger picture" as they read. Synthesizing and summarizing allows an individual to gain information, make sense of this information, get the gist and then continue on in learning and reading more.
Why is Comprehension Important?
Comprehension is important because it gives meaning to what an individually is reading. It is the reason WHY we read. As a teacher, we believe that finding meaning is a goal of comprehension. With that being said it is important that students: monitor understanding, enhance understanding, acquire and actively use knowledge and develop insight. Comprehension is important because it is going beyond an understanding of the text; it is interacting with the text and connecting to text. It is important for students in becoming strong, insightful and thoughtful readers to combine their prior knowledge with the new information gained throughout the text and go beyond the literal meaning of the story. (Reading between the lines.)
References:
http://www.readingrockets.org/teaching/reading101/comprehension
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html#importance
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html#importance