RED 6544 Comprehension Video

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by Kelly Williston0 views·Updated May 2, 2020
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  1. this video is going to cover the topic of reading
  2. comprehension and specifically three big questions surrounding comprehension, the first
  3. being what is the role of the brain and reading
  4. comprehension? Second, how do we teach Children to comprehend what
  5. they're reading?
  6. And, third, how do we ensure Children comprehend word and
  7. world? So, for starters, routing comprehension can be defined as
  8. the ability to process information we have read and to
  9. understand its meaning.
  10. Reading comprehension is such an important skill, but unfortunately it
  11. does not come naturally to everyone.
  12. We all know that reading is the base of all
  13. learning. After we learned to read, we read to learn
  14. in all other subjects.
  15. If a student struggles to comprehend, it will likely affect
  16. them in more than one way.
  17. So diving into our first question.
  18. What is the role of the brain and reading comprehension?
  19. Every brain functions differently because every student learns differently.
  20. However, there are certain universal process is that a good
  21. reader its brain engages in as they read.
  22. Some of these processes include connecting reading to prior knowledge,
  23. calling on long term memory while using working memory, making
  24. inferences using medic OG mission and coming up with questions.
  25. This quote sums it up.
  26. It says students who struggle with reading often lack the
  27. the thinking skills, such as memory planning and the ability
  28. to shift focus when necessary, that seem natural to skilled
  29. readers. These thinking skills that Cartwright is talking about are
  30. called executive skills.
  31. Executive skills are the basic skills any student needs to
  32. be a good reader.
  33. Some other executive skills include cognitive flexibility, working memory and
  34. inhibition. The's skills and thought processes come naturally to a
  35. good reader.
  36. They don't have to think about implementing them.
  37. It just happens.
  38. So moving on to our second question, how do we
  39. teach Children to comprehend what they're reading?
  40. This is a very complex question, but there are certain
  41. evidence based strategies that teachers need to implement for students
  42. struggling to comprehend before implementing anything, teachers must examine the
  43. reason why a student is not comprehending because this will
  44. determine what skills the student is lacking and needs to
  45. work on.
  46. Some of these reasons could be that the student does
  47. not know the meaning of words.
  48. The student does not notice that he or she is
  49. not comprehending the text student fails to make inferences or
  50. the student cannot decode if a student is struggling to
  51. comprehend because they don't know how to decode words.
  52. That's a very different situation than a student who lacks
  53. the prior knowledge needed to comprehend.
  54. And the teacher will have to take a very different
  55. approach with those two type of students.
  56. So here are a few different strategies to implement the
  57. first career from Brown into wits.
  58. And they are reciprocal teaching, collaborative, strategic reading and building
  59. vocabulary and world knowledge.
  60. Number four is teaching students to generate and answer questions,
  61. and I have this quote from Canaan Zimmerman that says
  62. Children who struggle to read don't consistently ask questions as
  63. they read their passive as they read.
  64. So we need our readers to be curious and constantly
  65. asking questions as they're reading number five class discussions.
  66. This is a great way for students to hear different
  67. perspectives. Number six, activation of prior knowledge and number seven
  68. differentiate instruction.
  69. This is an important aspect of all kinds of teaching,
  70. but especially in reading comprehension.
  71. So now moving on to our third question, how do
  72. we ensure Children comprehend word and world?
  73. Some students have the resource is to learn at home,
  74. whether it's a supportive parent willing to help them a
  75. tutor, a library of books in their own home.
  76. But other students only have the opportunity to learn at
  77. school. So for these students, we have some ways to
  78. stored of even off the playing field.
  79. For them.
  80. Those students were at a disadvantage because of their home
  81. life and lack of prior knowledge.
  82. In some of these ways are vocabulary introduction discussions viewed,
  83. allowed ZX, thematic units and technology.
  84. So here I have a quote, which I find to
  85. be very true.
  86. It says Prior knowledge has been shown to be a
  87. significant predictor of reading, competence, guiding students, understanding and comprehension
  88. of written language.
  89. And then I have one more quote that says, because
  90. new information is better integrated with existing information, recall for
  91. information is superior compared to an prior knowledge was not
  92. available so prior knowledge allows readers to make connections and
  93. inferences. This quote says.
  94. If we don't know the domain, we can't construct a
  95. meaningful mental model of what's being said.
  96. If a student has never heard of a topic before,
  97. they have nothing to link or compare the reading, too,
  98. and are going to struggle to retain this new knowledge
  99. more than a student who has prior knowledge on the
  100. topic. So that wraps up my video on reading comprehension.
  101. I hope that you learned some different strategies to ensure
  102. that Children are comprehending word and world comprehension is one
  103. of the most important, if not the most important skill
  104. a student can learn.
  105. It's not a skill that can be overlooked.
  106. And while not every student may come into school at
  107. the same level of knowledge, it is our role as
  108. educators to ensure that they leave school reaching their full
  109. learning potential.