Comprehension

In "Catching Readers Before They Fall," chapter eight focuses on the thinking and the teaching behind comprehension strategy instruction. Johnson and Keier suggest that comprehension strategy has a place in elementary classrooms, but question whether or not prolonged strategy instruction is necessary for every student. They recommended the "need for explicit strategy instruction for the struggling readers and advised toning down the amount for top readers" (pg. 135). The group of readers in between struggling readers and extremely proficient readers can also benefit from exposure to comprehension strategies in doses that match their needs. Johnson and Keier state that this body of students could learn to use specific skills (pg. 135):

• Better infer information from text
• Distinguish important parts form nonessential information
• Pick up on subtle humor , sarcasm, or underlying themes
• Make links from one text to another in order to improve comprehension
• Expand their knowledge of various topic by activating and adding to their schema
• Examine an author's perspective or a character's point of view

"Transitional readers are not struggling readers. They simply need a new set of strategies for reading more complex texts... [They are] competent readers who need the support of thoughtful and purposeful instruction" (pg. 136). This is extremely important for teachers to understand about their students. We need to watch our students and look for what seems to be confusing them in their reading. Instead of having a strict lesson plan that is set up way ahead of time, it is important to develop the lessons from where the students are in their reading and writing. This takes a lot of courage. I really admire teachers who have a plan for how they want the day to go and can completely change the lesson on the fly. I know if I had to do that, I would be shaking in my boots because I like routine and sticking to the plan. In my field experience this semester, I have seen the teachers that I work with change their plans calmly and with ease. It's almost as if their plan for the day was to change the lesson plan. It was very reassuring to see a teacher handle a situation like that with no hesitation and carry on the day with cheerfully and joyfully.

The goal for teachers is to get students to move from guided reading practice to using the strategies independently. We need to make it a goal for the students to feel the strategies working for them. Finding meaning and value in their reading process system will allow for them to take ownership of strategies. So, how do we do that? How do we get students to move to independence? Johnson and Keier came up with six reflection questions that could facilitate each participant in finding his or her answer:

1. Was my modeling explicit enough?

• Was your teaching explicit and focused? The students need to understand that this strategy could help them at another time, while reading another text.

2. What happened during the shared demonstrations? Who talked?

• Although we may feel that we've had a successful lesson if there were many talkers, we cannot assume that every students achieved the same level of understanding.

3. How much guided practice was given to the students having the most difficulty?

• Some students will understand immediately following a modeled lesson. However, others may need several lessons on that topic.

4. What assessments do I have in place for checking which students are effectively using the strategies and which are not?

• "There is no formula for teaching." We need to be observant all through the strategy instructions. Teachers need to take time to reflect on the artifacts that students are creating. 

5. How appropriate were the materials used during the guided practice strategy instruction?

• While finding a "just-right" level of text is important for the student, teachers need to make sure the text matches the strategy being discussed. 

6. Did I change my language to facilitate transfer?

• The teacher's language guides and facilitates understanding before it becomes a "reminding" language where he or she prompts students to try specific strategies or behaviors. Then, when students are reading independently, the teacher uses language to reinforce students as they are making connections.

"Learning how to comprehend is not something that is only taught in upper elementary grades" (pg. 153). While this chapter is geared towards the youngest readers, I can't help but see myself being taught how to comprehend. Even as I am taking my master classes, I am experiencing lessons being modeled and learning what language to use with students. I get to see lessons and strategies in writing, hear them told  out loud, see it modeled before my eyes, and also practice with my peers.