Reading comprehension is the ability to understand, interpret, and analyze texts. It is a fundamental skill that underpins successful learning and academic achievement. The National Reading Panel (NRP) identified reading comprehension as one of the five critical components of effective reading instruction, emphasizing its central role in literacy. This blog post explores what reading comprehension is, why it is important, and how current research continues to highlight its essential role in literacy and overall academic success.

What is Reading Comprehension?

Reading comprehension involves multiple processes that enable readers to make sense of written text. These processes include:

• Decoding: The ability to recognize and process written words.
• Vocabulary Knowledge: Understanding the meanings of words and how they are used in context.
• Fluency: The ability to read text accurately and smoothly, which allows for better focus on understanding the text.
• Background Knowledge: Prior knowledge and experiences that readers bring to a text, which help them make connections and infer meaning.
• Comprehension Strategies: Techniques that readers use to make sense of text, such as summarizing, questioning, predicting, and visualizing.

Effective reading comprehension is not just about reading the words on a page but involves an active engagement with the text, leading to a deeper understanding and the ability to apply the information.

The Importance of Reading Comprehension

The National Reading Panel's report highlighted several reasons why reading comprehension is crucial:

• Foundation for Academic Success: Reading comprehension is essential for academic success across all subjects. Students who can understand and interpret text are better equipped to learn new information, follow instructions, and engage in critical thinking. This skill is foundational for subjects such as science, social studies, and mathematics.
• Critical Thinking and Problem Solving: Reading comprehension fosters critical thinking and problem-solving skills. By understanding and analyzing texts, students learn to evaluate information, make inferences, and draw conclusions. These skills are vital for academic achievement and real-world problem-solving.
• Lifelong Learning: Reading comprehension is a gateway to lifelong learning. Individuals who can comprehend texts effectively are more likely to continue learning throughout their lives. This ability opens up opportunities for personal growth, career advancement, and informed citizenship.
• Enhanced Communication Skills: Effective reading comprehension contributes to better communication skills. Understanding complex texts and diverse perspectives helps individuals articulate their thoughts and ideas clearly and persuasively, both in writing and speaking.
• Cognitive Development: Reading comprehension supports cognitive development by engaging the brain in complex processes of understanding, analyzing, and synthesizing information. This engagement enhances cognitive functions such as memory, attention, and executive functioning.

Current Research on Reading Comprehension

Since the publication of the NRP Report, further research has continued to support the importance of reading comprehension. Key findings from recent studies include:

• Importance of Background Knowledge: Research emphasizes the role of background knowledge in reading comprehension. Readers with relevant prior knowledge about a topic are better able to understand and retain new information. This finding underscores the importance of integrating content knowledge with reading instruction.
• Role of Vocabulary: Vocabulary knowledge is a critical component of reading comprehension. Studies show that a rich vocabulary enhances readers' ability to understand and interpret text. Effective vocabulary instruction, therefore, is essential for improving reading comprehension.
• Use of Comprehension Strategies: Teaching comprehension strategies explicitly is highly effective. Strategies such as summarizing, questioning, predicting, and visualizing help readers actively engage with the text and improve their understanding.
• Impact of Motivation and Engagement: Motivation and engagement play significant roles in reading comprehension. Students who are motivated and engaged in reading are more likely to invest the effort required to understand complex texts. Creating a motivating and engaging reading environment is crucial for fostering comprehension.
• Technology Integration: Technology can support reading comprehension by providing interactive and engaging reading experiences. Digital tools, such as e-books and reading apps, offer features like annotations, multimedia elements, and interactive questions that enhance comprehension.

Practical Strategies for Developing Reading Comprehension

To maximize the effectiveness of reading comprehension instruction, educators should incorporate evidence-based strategies into their teaching practices. Here are some practical tips:

• Activate Prior Knowledge: Help students activate their prior knowledge before reading. Discuss what they already know about the topic and how it relates to the new text. This strategy helps students make connections and set a purpose for reading.
• Teach Vocabulary Explicitly: Provide explicit vocabulary instruction to enhance students' understanding of keywords and phrases in the text. Use various methods, such as word maps, context clues, and direct teaching, to build vocabulary knowledge.
• Use Comprehension Strategies: Teach students specific comprehension strategies, such as summarizing, questioning, predicting, and visualizing. Model these strategies during read-alouds and guided reading sessions, and provide opportunities for students to practice them independently.
• Encourage Active Reading: Encourage students to engage in active reading by annotating the text, asking questions, and making predictions. Use graphic organizers and note-taking strategies to help students organize their thoughts and track their understanding.
• Foster a Love of Reading: Create a motivating and engaging reading environment. Provide a diverse selection of reading materials that cater to students' interests and reading levels. Encourage independent reading and provide time for students to share and discuss what they have read.
• Integrate Technology: Incorporate technology to enhance reading comprehension. Use digital tools and resources, such as e-books, interactive reading apps, and online discussion forums, to provide engaging and interactive reading experiences.
• Differentiated Instruction: Differentiate reading comprehension instruction to meet the diverse needs of learners. Provide additional support for struggling readers and challenge advanced readers with more complex texts and higher-order thinking tasks.
• Monitor Progress: Regularly assess students' reading comprehension skills using various assessment tools, such as quizzes, written responses, and comprehension questions. Use the assessment data to inform instruction and provide targeted support.

Case Study: Effective Reading Comprehension Instruction in Action

To illustrate the practical application of these strategies, let’s look at a case study from a fifth-grade classroom.

Classroom Context:

Mr. Anderson is a fifth-grade teacher who prioritizes reading comprehension in his literacy instruction. He uses a combination of explicit strategy instruction, vocabulary building, and engaging activities to enhance his students' comprehension skills.

Implementation:

• Activate Prior Knowledge: Before reading a new text, Mr. Anderson engages students in a discussion about what they already know about the topic. He encourages them to share their experiences and make connections to the text.
• Teach Vocabulary Explicitly: Mr. Anderson introduces key vocabulary words before reading. He uses word maps and context clues to help students understand the meanings and uses of these words. He also encourages students to use the new vocabulary in their writing and discussions.
• Use Comprehension Strategies: Mr. Anderson teaches specific comprehension strategies, such as summarizing, questioning, predicting, and visualizing. He models these strategies during read-alouds and guided reading sessions, and provides opportunities for students to practice them independently.
• Encourage Active Reading: Mr. Anderson encourages students to engage in active reading by annotating the text, asking questions, and making predictions. He uses graphic organizers and note-taking strategies to help students organize their thoughts and track their understanding.
• Foster a Love of Reading: Mr. Anderson creates a motivating and engaging reading environment. He provides a diverse selection of reading materials that cater to students' interests and reading levels. He encourages independent reading and provides time for students to share and discuss what they have read.
• Integrate Technology: Mr. Anderson integrates technology by using digital tools and resources, such as e-books, interactive reading apps, and online discussion forums. These tools provide engaging and interactive reading experiences for students.
• Differentiated Instruction: Mr. Anderson differentiates reading comprehension instruction to meet the diverse needs of his students. He provides additional support for struggling readers and challenges advanced readers with more complex texts and higher-order thinking tasks.
• Monitor Progress: Mr. Anderson regularly assesses his students' reading comprehension skills using various assessment tools, such as quizzes, written responses, and comprehension questions. He uses the assessment data to inform his instruction and provide targeted support.

Outcomes:

By the end of the school year, Mr. Anderson’s students demonstrate significant improvement in their reading comprehension skills. They are better able to understand, interpret, and analyze texts. This improvement in comprehension translates into better overall academic performance and increased confidence in their reading abilities. Mr. Anderson’s systematic and engaging approach to reading comprehension instruction has helped his students become more proficient and motivated readers.

Reading comprehension is a vital component of literacy development, as highlighted by the National Reading Panel and supported by ongoing research. It provides the necessary foundation for academic success, critical thinking, lifelong learning, and effective communication. Effective comprehension instruction, delivered through explicit, systematic, and engaging methods, can significantly improve students' reading outcomes.

Teachers play a crucial role in fostering reading comprehension. By incorporating evidence-based strategies and providing ample practice opportunities, they can help ensure that all students develop the comprehension skills necessary for reading success. As research continues to evolve, the importance of reading comprehension remains clear, underscoring its role as a cornerstone of literacy education.

References

• National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. U.S. Government Printing Office.
• Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What Research Has to Say About Reading Instruction (pp. 205-242). International Reading Association.
• Pressley, M. (2006). Reading Instruction That Works: The Case for Balanced Teaching (3rd ed.). Guilford Press.
• Snow, C. E. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. RAND Corporation.
• Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving Reading Comprehension in Kindergarten Through 3rd Grade: A Practice Guide (NCEE 2010-4038). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
• McKeown, M. G., & Beck, I. L. (2006). Encouraging young children’s language interactions with stories. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 2, pp. 281-294). Guilford Press.

My groups are paperless. How in the world do I pull that one off? Well, I have 4 iPads and students who have pushed me to think outside of the box. As the only K-3 Resource Room special education teacher aka Cross Catagories K-3 Special Education teacher, these guys may receive support from me for multiple years--that can be boring.

I was lucky last year when my building gave me 4 iPads. I could use them any which way I wanted from data collection or give them to students to use in class. Well, most of my grade levels work at some level 1 on 1 with technology; most grades its Chromebooks.

I have talked before about using SeeSaw as our main platform for students to turn in work or to get assignments but I have not shared their favorite apps. With their help, here are my students' top 5 iPad apps. They are not in any order nor are all of them free but they are used on a regular basis by my students which means more than anything they are user-friendly and once students are taught how the app works are off to the races.

One other note: I give students time to play with any app I introduce. After which they are expected to use it as taught. I help with troubleshooting but I don't manage the tech as it takes away from the lesson, my teaching, and what I want my students to get from the lesson. It has to be student user-friendly, no passwords and no weird operating problems.

Why paperless? Well, I do tons with SAMR. This idea focuses on why they are using technology to do the task and is more than plug'n play. (Which has its place.)

There are rules to AppSmashing. Wait-what?? Rules? Yes!! They make sense.

1. Limit to 3 Apps
2. Limit Time to 10 Minutes/App (I push for them to turn in something they are proud of and shows off their learning.)
3. Allow Student Choice
4. Allow Creativity to Shine
5. Require Audio and Images

Pinterest

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For math, fact practice my student's LOVE is Mathtopia+. Yes, it's plug 'n play (substitution) but I can track their progress, have them go back to a specific number in a specific operation to restate practice. I start my math groups with 5 minutes or so of fact practice as a warmup. It's fun and fast-paced. Plus, they don't think twice about practicing or going back to work on a different number.











Make a Scene from Innivo can be used for just about anything from speech/language support, writing, and math. Pair it with Educreation and you are working Modification.  Currently, my student's are creating multiplication story problems with Make a Scene: Farmyard, taking a screenshot, and then adding their work to Educreation to do the math work.






Educreation is freeish and can be found online and in the app world. I love this interactive whiteboard. Students can import a photo, do their work on it, add audio or a video, save it, and turn it in as either a video/audio clip or a photo. We also use Explain Everything and Chomp but not as often. Interactive whiteboards are important for students sharing their thinking and walk you step by step what they did to solve the problem.








 Adobe Spark Post was a life saver in helping a student create his book Movie Trailer. After much trial and error, this was the last app we tried to get writing on his pictures. The workflow to make it happen after so many problems was a challenge and took more time than I would have liked by the time was all said and done but the end product was beyond his wildest dreams. He never thought he could make a trailer like those he saw at the movies. But this app was dream saver. He had already had his pictures, so 1 by one imported them into Spark Post, added the text and resaved the picture.
Yes, there is a free version of Animoto videos. The free version is amazing. My students created Book Movie Trailers and loved the backgrounds and music options. You can also find it on the web. The downside, no adding text to pictures unless you already had it on there. Hint: Adobe Spark Post. Once you have your pictures, upload, follow the steps to create short videos that you'd think took some major work to pull together.






These are just a few of my student's favorite. What are your favorite apps for Smashing? To learn about more AppSmashing apps and how I use them with students be on the lookout
for a free course coming soon.

Happy App Smashing!
Until Next Time,

This week I'm changing one of my guided reading groups to not guided reading but guided reading. Confused yet? I was when I was asked to make this change. I have three readers that are outliers and if I had tons of time to give each one on one guided reading I would.

First off, I had to find a common overarching strategy that they all needed to work on but the text level didn't matter. After looking at their reading data and talking with my coach, synthesis was decided on.

Next, finding text that would fit each and allow me to target synthesis. This took some looking but after some time I found three that would fit the bill. Once, I had the books, I crafted questions that would target the skill. I put the questions on return address labels, so I could put the questions in each students reader's response journal.

Before starting the lesson, I told the group that we were going to do some playing. (As I had never done this before.) Because this was new and I would most likely be making changes as the week went on. They were cool with this and couldn't wait.

I started the lesson by creating an anchor chart. I made the pieces large enough to add specific story element information. We used Tacky the Penguin. I wrapped up the lesson by asking the girls to change the end of the story to where the hunters didn't run away.

Day Two: With the questions matching everyone's own books on stickies, students knew what they were reading for. They also had to complete--a four square. (character, setting, problem/solution) This gave me the time to go around, having each one read to me and a chance to ask specific questions about each book, clear up any confusion, and talk about the questions they had to answer by the end of the book. Just like any other guided group! (I got this!) I closed the lesson, by bringing them back to the anchor chart and talking about what they knew of their characters. They had not finished their books and I was laying the groundwork for the next day.

Some sentence frames I used for synthesizing:
-If _____________________, then then the outcome maybe _______________________.
-What would happen if __________.

Its important to remember that synthesis is taking multiple strategies to construct new insight and meaning as more information and ideas are added to a reader's background knowledge. My group of sixth graders, needed a visual to see what I meant when I explained  synthesis. I gave them a couple of different pictures like making cookies or a pizza. All the ingredients are comprehension strategies and the finished product is synthesis. This group of 5th graders sees synthesis as an banana split.

  This week we are going back and doing prediction. With the overall target being synthesis and the daily target being prediction. I'm hoping that this works as I continue to work out the kinks. I'll let you know. Have a great week.

When I started reading this chapter, I was struck by how much this was like how I teach reading comprehension strategies. Laney Sammons, opens the chapter with a quote by Keene and Zimmerman, that they "describe proficient readers, these mathematicians "listen to inner voices, make ongoing connections, and adjustments, are are aware of how meaning evolves." Like so many students and more so those with exceptional needs need to have those strategies taught with precise precision and then retaught again and again. (Kenne and Zimmerman are the authors of Mosaic of Thought.)

She continues to layout in the chapter a sequence of teaching  the strategies to students. Her layout is a lot like "The Comprehension Toolkit." Starting with monitoring  thinking through metacognition. This is where students need to ask themselves "Does this make sense? Students who get math do this without thinking. Students that struggle in math-I think this is the hardest thing to get them to come to terms with. I think of my own students and if they aren't getting it-they just throw out answers and hope the right one comes out. (Any one else have students who do this?)

The first step in monitoring comprehension is monitoring conceptual understanding. Back when I learned math (which really wasn't that long ago) the focus was on the procedure needed to get the right answer not the understanding behind it. Now fast forward to Common Core and its ALL about the understanding and explaining your thinking. Its getting students to take responsibility for their own monitoring and know when they don't get it. Teachers can help by asking explicit questions like "How do you know whether or not you understand? What do you do if your confused?" Get them to identify where they stop getting it! One thing I do when I'm teaching math and a student tells me they don't get any of it is ask "Where are you not getting it? Which step don't you get?" I don't let them get away with telling me "all of it" any more. They HAVE to be specific.

Another way to help students monitor their comprehension in math is to draw pictures of the problem. If you can't visualizing the problem then you have a problem. I know from work my building has done to raise our standardized math scores, that being able to explain thinking two different ways--drawing a picture counts. And even better if students use numbers and a couple key words. Sammons's lays out several other strategies that include: identify unfamiliar vocabulary, rereading the problem, making connections to other math concepts, using manipulatives, and trying a different problem-solving approach.

Those in my mind are student actions. Strategies that I can teach  for my students to use. But what about teacher actions once these have been taught? Both in Guided Math and in the Gradual Release of Responsibility Model-you do modeled lessons and think-alouds. These are the perfect places to teach or reteach strategies on your thinking. Most of my math lessons start with a think-aloud and a modeled lesson. I get students to do think-alouds when I'm wondering if they are ready to do it on their own. One teacher I work with has his high students do think-alouds to the whole class. I think that the more students hear and see someone's thinking other than that of the teacher can only help. They may have a way of explaining it that helps the student get it.

I have created a set of Math Comprehension Strategy Posters with examples. Be sure to pick up your copy by clicking on the picture. Brenda's at Primary Inspired for more on Chapter 9.
I can't wait to use them with my students in the fall. I think that they will help students make the connection of the strategies I use in reading I can use to understand math. Stop by





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This year, it seems like I have more second language learners in my small reading groups than in the past. Last year, I spend I lot of time using the Comprehension Toolkit for these small groups and had great success in using it. That success was not so great with the ELLs that may of been part of those groups. Reflecting on why, these students didn't grow as much as the others in the group, lead to me to look more closely at the language needed to use the skill.

Working with our building ELL Resource teacher, she suggested using sentence stems that target where students language and support them to learn how to use each strategy. You will find two sets of posters: one of the comprehension strategies and another matching set but with sentence stems to help students learn the language around the strategies.


Reading Comprehension Strategy Posters for Blog

ESL Prompts Reading Comprehension Strategy Posters

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