Teaching Comprehension

Reading Comprehension Effective Teaching of Reading Comprehension Just like writing and speaking, reading comprehension is a language skill that needs to be developed in order to enhance understanding of various types of texts. For a long time, teachers have employed different strategies in an attempt to assist their students catch a glimpse of their focus. However, some of these strategies have been applied haphazardly, most often out of ignorance. As a result, most students ended up having trouble in comprehending even basic text.

Nevertheless, recent years have seen language experts coming up with techniques that have proven to be effective in solving some of these reading comprehension challenges. The following presentation explores some techniques a teacher can employ to make a reading exercise a successful adventure. Instructional Strategies Duke and Pearson (2004) recommend a number of tested instructional strategies for assisting students acquire effective comprehension skills. Despite the existence of a variety of workable comprehension techniques, studies indicate that the application of just one of these techniques considerably improves the student's comprehension.

Undoubtedly, use of a collection or packages of these strategies will serve an immense deal to solidify students' comprehension of many kinds of text. A key strategy to ensure effectiveness in teaching comprehension is first to devise a balanced comprehension instruction. The term "balanced" is used to imply an instruction set that encompasses both the explicit instruction in given comprehension strategies and sufficient time and chance for actual reading, writing, and discussion of the text. A proper model of comprehension instruction comprises of the following features: 1.

An explicit explanation of the strategy used and its mode of application: For instance, prediction is a strategy that involves making guesses regarding what is bound to come next in the text that one is reading. Prediction should be made as often as possible. 2. Teacher and/or student modeling of the strategy in action: This involves subjecting one's mind to a series of questions basing on the readily available features of the text.

For example, the teacher and/or student can begin by making predictions of the text basing on a title, cover picture or an introductory paragraph. 3. Collaborative use of the strategy in action: At this point, both the teacher and the students pause reading the text. They then make some possible suggestions about what follows in the text or the evident theme. 4.

Guided practice using the strategy with gradual release of responsibility: This stage involves giving a student or a group of students the duty to read a page or a chapter, and then allow them to make their prediction of the rest of the book. 5. Independent use of the strategy: This forms the last stage where each student is supposed to read the text quietly and fully noting if the earlier predictions were right.

Thinks-aloud technique A think-aloud is a term used to describe a meta-cognitive technique or a strategy whereby the teacher verbalizes a thought or idea from a text. This technique is essentially applied to model comprehension of the text in question. Think-aloud is imperative for all readers as it allows them to halt the reading activity periodically, reflect on the text, and establish an oral relationship with this literacy process.

Most teachers employ this strategy as an instructional practice to assist their students verbalize the ideas they generate while reading the text, and hence display that thinking openly so that they can effectively replicate the process in the future. This form of meta-cognitive awareness remarkably improves students' performance in comprehension tests, promotes students' personal assessment of their comprehension capabilities, and boosts students' abilities to make selective thinking processes to assist them overcome difficulties when reading (Block, 2004).

As an instructional strategy, think-aloud varies, though slightly, with other techniques such as modeling, prompting, or offering directions. This process enables the instructors to illustrate to their students how to choose the most suitable comprehension process at a given point of the text in question. In addition to boosting comprehension capabilities, think-aloud also describe reasons why a certain thought-process would be more effective in surmounting confusion and difficulty in understanding than another method.

Therefore, performing effective think-aloud has proven to be a successful technique by which teachers can train their students to use, hence enhancing their comprehension capabilities. Vocabulary method and Instructional Conversation In another case scenario, Yusuf (2011) documents the results obtained after comparative analysis of vocabulary method and instructional conversation techniques of teaching comprehension. In this study, performances of students using either of the methodologies were analyzed.

From the findings of the study, it was evidently clear that the thematic integration of the two methodologies (like a combination of the key features of instructional conversation technique and the vocabulary method) produces remarkable results. In other words, no single method can independently hold the answer for all comprehension questions and situations. Instructional conversation technique is proven to be most effective in boosting students' proficiency in language, thereby, enhancing their reading efficiency.

On the other hand, vocabulary technique is crucial in improving the students' knowledge of words together with their meanings. Therefore, both methods serve to complement each other. Incorporation of vocabulary method and instructional technique in a reading exercise significantly enriches the effectiveness of comprehension. In his recommendation, Yusuf (2011) suggests that instructional conversation technique should be employed during the introductory and earlier sections of the comprehension exercise. On the other hand, the vocabulary method should be employed in the subsequent sections of the lessons.

This is valuable when the students are given the chance to silently read the passage and take note of complicated or new words. The vocabulary identified should then be discussed or analyzed in line with the context of the passage. From a personal experience, this methodology proves to be effective because the students can understand the key vocabulary, which would have otherwise hindered the coherence of ideas. Reciprocal Technique Reciprocal teaching is the other technique that when employed effectively can remarkable boost the comprehension abilities of the students.

In this method, four strategies are adopted. This includes predicting, seeking, clarification, and finally summarizing. Initial works on this method are attributed to Annemarie Palincsar (1985). It essentially.