Laying the Groundwork for Effective Instruction
"Quality instruction in always 'under construction' as we strive to reach greater levels of expertise in our efforts to best support learners...we shall never stop seeing children as the center of our work and never be fearful of growth and change." Linda Hoyt
What do good readers do when they read?
Building a Literacy of Thoughtfulness
Learners have to be given time to use and practice their strategies. They have to have the opportunity to take command of their learning. They need to practice reading in real context to become better readers. When given proper time: Students need to have adequate time to discuss what they're reading with a peer. During a discussion misunderstanding can be clarified, different thinking about the text could be analyzed, and a deeper connection to what they've read would be discovered. Transmediation Transferring learning from one type of communication to another. Examples include: oral language, written language, dramatic play, songs, visual art. Watch the video below on transmedia. How can we apply this type of thinking and change to our classroom? |
Good readers are very ACTIVE! Research has shown that explicit teaching of the following strategies can make a huge improvement in student comprehension. Print out this book mark to remind students of the important strategies they should use while reading.
Learning for Comprehension Research
There is a strong link between vocabulary and comprehension. The knowledge of the vocabulary of the text is relevant to the understanding of that text. Students need to use multiple comprehension strategies to truly comprehend a text. |
Explicit Instructions In Comprehension Strategies
Research has proven that explicit instruction with comprehension strategies will improve reading comprehension. Teaching multiple strategies simultaneously is very effective, especially with students who have learning disabilities.
Students need to have these strategies modeled for them. Scaffolding instruction while using the Gradual Release of Responsibility method give students an opportunity to practice what they've learned.
Students need to have these strategies modeled for them. Scaffolding instruction while using the Gradual Release of Responsibility method give students an opportunity to practice what they've learned.
References:
L. Hoyt, (2005). Spotlight on Comprehension: Building Literacy of Thoughtfulness. Portsmouth, New Hampshire: Heinemann.
Part 1 (Ch. 1-6)
L. Hoyt, (2005). Spotlight on Comprehension: Building Literacy of Thoughtfulness. Portsmouth, New Hampshire: Heinemann.
Part 1 (Ch. 1-6)