Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Reading Comprehension Strategies for Struggling Middle School Students

No description

Angela Sykes

on 14 April 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Reading Comprehension Strategies for Struggling Middle School Students

Semantic Word
Mapping Concepts
Meaning Reading Comprehension Strategies For Struggling Middle School Students By Angela Sykes Activation of prior knowledge makes up a great amount of the process of reading comprehension. According to Routman, incorporating sustained silent reading allows students to be able to choose their own book of interest which allows students to read at their reading level.
Routman, 1998 How important it is to remember that comprehension is the essence of reading and that it has to be taught and cannot be left to chance! Rasinski ,2000 Engagment and Motivation to Read! Students with higher amounts of motivation are more likely to apply the use of comprehension stragtegies while reading.

Pardo ,2004 A common definition knowledge,
for teachers might be and previous
comprehension is a experience,
a process in which information in the text
readers construct and the stance the the
meaning by reader takes in a
interacting with text relationship to the
through the text.
combination of prior Pardo , 2004 Notes Reading Comprehension: A common definition for teachers might be that comprehension is a proccess in which readers construct meaning by interacting with the text through the combination of prior knowledge, previous experience, information in the text, and the stance the reader takes in relationship to the text.
Pardo 2004
Reading Comprehension Is Important!!!!! To enhance vocabulary learning,teachers must engage students in discussions about the words they are learning. Vocabulary and Word knowledge. Comprehension instruction is best when it focuses on well-taught well learned strategies.

Duke and Pearson ,2002, 236 Factors That Afect Reading Comprehension Students reading attitudes Tme truly engaged in reading. Effective comprehension
strategy instruction. Also fluency Building Background Strategies that will help activate prior knowledge include brainstorming, predicting, pre-reading, questioning, and topic talking.

Pardo ,2004 Vocabulary vocabulary knowledge and
reading comprehension have a
strong relationship.

Kwall ,1992 Teachers can incorporate the follwing
procedures for teaching vocabulary Teachers also use webbing Do you know that there are some students who struggle with comprehending what is being read? Comprehension Fact Promoting Fluent Readers - Reading comprehension relies on
fluent reading.

- Word reading becomes automatic
and students become fluent and can
focus on comprehension.
Rasinski ,2003 Visual Cues Using visual cues to facilitate understanding is another reading strategy that improves the readers understanding of the text. Using graphic organizers such as venn-diagrams all help a reader to see what he or she has learned.

Fantas & Pinnell 2006 Comprehension Fact Reading Comprehension plays a very important role in the reading process and as an educator; I believe that it is important to teach multiple comprehension strategies to ensure that our students become better readers and comprehenders Fountas, I.C., & Pinnell, G.S. (2006). Teaching for comprehension and fluency: Thinking, talking, and writing about reading, K-8.
Portsmouth, NH: Heinemann.
Pardo, Laura S. (2004) “What Every Teacher Needs to Know About Comprehension”
The Reading Teacher. Pgs. 272-281
More References Routman, R. “Selected Reading-writing Strategies for L.D. and Other At-Risk Students” in Practicing What We Know: Informed Reading Instruction edited by Constance Weaver. Urbana :NCTE. 1998. Rasinski, T.V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic References
Full transcript