Reading Comprehension Strategies

Making Thinking Visible: The terms I am explaining below work together to create connections that will help young children to increase their reading comprehension.  For years we have taught reading in abstract terms and many children do become great readers by being exposed to books and reading.  Some of us need something more concrete to which we can attach our learning.  The terms mentioned below and in many of my posts give children the vocabulary with which to talk about their reading experiences.  I use these terms when I read aloud to children during their short library times once a week.  I am teaching them to use these terms when they are sharing with me about what we are reading.  I have witnessed students who do not like to sit and listen become engaged as they are allowed to raise their hand and share a connection they have with what I am reading to them.  Passive listeners are now active ones.  By showing kids what I am thinking when I am reading, I am modeling what being a good reader is like.  Good readers think when they are reading.  Good readers make connections.  Good readers make inferences and predictions.  My students have learned to respond when I ask them if anyone wants to make an inference or a prediction with, “I am predicting that…, or I am inferring that.”  By giving students the vocabulary and modeling the strategies for them, I am helping them to make their own thinking visible.

Schema:  Schema is our background knowledge.  I tell my students that schema is everything in our brains that we have learned from the time we were a baby to now.  I have made up some hand movements to go with it to help them to remember.  We point to our brains,  move our arms in an open circle for “everything,”  hold our arms like we are rocking a baby, then point down to mean “now.” Please ask your student what schema is and what they have in their schema about books that you are reading to and with them.  Research is showing that when we make connections with what we are reading to something we already have in our schema, we will be able to better remember it.

Text-to-Self Connections: When this type of connection is made a student is able to tell you things they have experienced  themselves that are like what they are reading about in their book.  When I am reading a book about frogs, I might have a text-to-self connection with seeing a frog in my backyard, picking up a frog, or seeing my dog chasing a frog.  By reinforcing these types of thinking activities, you will be helping your student’s comprehension skills.

Text-to-Text Connections: When one book connects in your schema (everything you already know) with another book that you have read, you are making a text-to-text connection.   All new learning must be connected with something we already know  if we are to comprehend and remember it.

Predicting:  When reading with your child, stop and ask them to predict what will happen next in the story.  In the library students are expected to preface their prediction with the words: “I am predicting that….”  By asking your child to predict, you are helping them to make a connection with the text which will help them to comprehend and remember what is being read.  Sometimes our predictions are even better than the the actual outcome of the story!  Predicting engages young readers as you are reading with them.

Comparing and Contrasting: When reading with your student, ask how characters, places, or possible outcomes in the story are alike and different.  Students use graphic organizers to show the similarities and differences by writing them in circles that overlap.  The similarities are in the overlapping parts of the circles, and the differences are in the parts that do not overlap.  Please ask your student to show you how they make thinking visible by using a graphic organizer with them such as a Venn Diagram.


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