NAME: Olwethu Xaba
STUDENT NUMBER: 37882724
MODULE: ENFF321
ASSIGNMENT: ONE
EMAIL : 37882724@mynwu.ac.za
PHONE : 0676319075
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Table of contents
Contents
Cover page...................................................................... Error! Bookmark not defined.
Table of contents ............................................................................................................. 2
Question One .................................................................................................................. 3
Question 2 ....................................................................................................................... 4
Question 3 ....................................................................................................................... 5
Figure 1 : The Four-part processing model for word recognition.................................. 5
Figure 2: The Simple View of reading model ............................................................... 9
Figure 3: The Reading Rope Model ........................................................................... 12
Question 4 ..................................................................................................................... 16
Question 5 ..................................................................................................................... 20
References .................................................................................................................... 22
2
Question One
Introduction
According to my understanding, reading comprehension is the capacity to comprehend
a text completely and derive meaning from it. It entails digesting and analyzing the data
supplied in textual form, going beyond merely recognizing words. In essence, reading
comprehension is a fundamental talent that enables people to grasp, evaluate, and
apply knowledge gained via reading. It is the doorway to knowledge.
In this paper, I address the complex realm of reading comprehension in the context of
schooling. I'll be looking at many models and tactics that are essential for improving this
fundamental ability in students. The study will be organized around the following crucial
inquiries, each of which will throw light on a distinctive aspect of the reading
comprehension process: The foundational Models of Reading, a beautiful poem,
comprehension exercises and reflections, addressing learner issues ,the teacher's
position and methods and a journal of reflection on reading comprehension. I'll start out
by talking about some fundamental models, like the Reading Rope Model, the Simple
View of Reading Model, and the Four-part Processing Model for Word Recognition. I'll
now examine comprehension exercises and consider their importance. I'll then discuss
the difficulties that students could encounter when they work to improve their reading
comprehension abilities. I'll then draw attention to how important teachers are in
encouraging reading comprehension. Finally, I'll offer some thoughtful observations on
reading comprehension.
3
Question Two - POEM AND REFLECTION ACTIVITIES BETWEEN YOURSELF AND
A STUDY BUDDY (SU5)
(I worked with Lindiwe Matiwane and Rolane Ngubeni on this question)
Guiding Light: Building Comprehension Through Metaphors.
In literacy's house, we pave the way,
With these guidelines, we'll seize the day.
Start with the concrete, relate to the abstract,
For deeper meaning, this is the perfect act.
Imagery vivid, a mental scene so clear,
Help them envision, the text will appear.
Context is key, know the words around,
In the context's embrace, understanding is found.
Analyze comparison, seek the hidden clues,
The metaphor's secrets, we're bound to choose.
Discuss author's intent, the reason behind,
Why this metaphor? Let's seek and find.
Encourage creativity, diverse views to embrace,
Each mind's unique portrait, let them trace.
Connect to experiences, relate and reflect,
In their own stories, the deeper meaning we detect.
With these guidelines in hand, we'll surely ignite,
A love for understanding, a literary light.
With tape and glass, we'll build comprehension strong,
Through words and metaphors, we'll guide them along.
In literacy's house, we'll shape minds anew,
With these guidelines, there's nothing we can't do.
In literacy's house, let's pave the way,
With these guidelines, we'll seize the day.
4
Question Three
CONCEPTUAL MODELS FOR READING COMPREHENSION (SU1)
3.1 The four-part processor
Figure 1: The Four-part processing model for word recognition (Seidenberg &
McClelland, 1989.)
Weekley, (2017) stated that ,the Four-Part Processor Model is an outline for
comprehending the mental processes necessary for reading comprehension. It was
created by Gough and Tunmer and is based on the following four fundamental
components:
a) Key Aspects of Model:
3.1.1. Phonological Processing: This component involves the ability to recognize and
manipulate the sounds of spoken language. It is crucial for decoding words by matching
letter sounds to their corresponding phonemes. It involves understanding phonemes (the
smallest units of sound in a language) and their correspondence with letters. phonological
5
processing is crucial for decoding words. Readers use their knowledge of phonemes to
sound out and blend letters to form words. Recognizing that the sounds /k/ + /æ/ + /t/
combine to form the word "cat."
3.1.2. Orthographic Processing: Orthographic processing focuses on recognizing and
processing the visual patterns of written language. It allows readers to identify words by
their visual appearance, including letter shapes and letter sequences. Orthographic
processing allows readers to identify words by their visual appearance, even if they are
irregularly spelled. Recognizing that "enough" is spelled with a silent 'gh,' or identifying
words like "through" and "though" with similar letter patterns.
3.1.3. Semantic(Meaning) Processing: Semantic processing deals with understanding the
meaning of words and sentences. Readers use their knowledge of word meanings and
grammar to comprehend text at the word and sentence levels. Semantic processing helps
readers comprehend the meaning of words, phrases, and sentences in the context of a
text. Understanding that "happy" means feeling joyful or that "dog" refers to a common
domesticated animal.
3.1.4. Contextual Processing: Contextual processing involves using the surrounding
words and sentences to infer meaning. It helps readers make sense of ambiguous words
or phrases by considering the context in which they appear. For example, Inferring the
meaning of "bat" as a flying mammal in the sentence "She watched the bat fly in the night
sky" rather than a sports implement.
b) Advantages for Reading Development:
The Four-Part Processor Model offers several advantages for reading development:
•
Diagnosis: It provides a structured framework for diagnosing reading difficulties.
Teachers can assess which component(s) a student may be struggling with,
allowing for targeted intervention.
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•
Individualized Instruction: By identifying specific weaknesses in phonological,
orthographic, semantic, or contextual processing, educators can tailor instruction
to address those areas directly.
•
Multifaceted Approach: It acknowledges that reading is a complex process
involving multiple skills. By addressing all four components, educators can help
students become more proficient readers.
c) Three Practical Examples for Foundation Phase:
•
Grade R:
❖ Developing the Phonological Processor: Children are still developing their core
skills in grade R. Teachers can play rhyming games to help students' phonological
processors grow. The teacher could, for instance, repeat the word "cat" and
encourage the students to think of terms that rhyme with it, like "bat" or "hat."
Children's phonological processing abilities and awareness of the sounds in words
are both enhanced by this activity.
❖ Construction of the Visual Processor: Teachers can employ picture books with
large, vibrant graphics to improve the visual processor. For the "Birds" subject, for
example, the teacher can select a book with lively illustrations that correspond to
the present theme. In order to get learners to focus on visual aspects while reading
the book, the teacher can ask them to name and describe the visuals.
❖ Making progress on the semantic processor: Teachers can introduce words
associated with the theme to the semantic processor. Teachers can display
images of various birds along with their names when teaching the "Birds" theme.
Discussions on birds, their habitats, and behavior are appropriate topics for kids.
Students' abilities to assimilate semantic information are improved when they are
encouraged to draw links between the words and the ideas they stand for.
•
Grade 1:
❖ Phonological Processing: Teach students to blend sounds together to read
simple CVC (consonant-vowel-consonant) words like "cat" and "dog."
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❖ Orthographic Processing: Introduce sight words and word walls to help
students recognize common words by their visual patterns.
❖ Semantic Processing: Encourage discussions about the meanings of words in
simple sentences and stories.
•
Grade 2:
❖ Phonological Processing: Continue phonics instruction with more complex
phonemes and blends.
❖ Orthographic Processing: Expand sight word recognition and introduce word
families (e.g., -at words).
❖ Contextual Processing: Discuss the role of context in understanding the
meaning of sentences and short paragraphs.
•
Grade 3:
❖ Orthographic Processing: Teach more advanced spelling patterns and word
recognition strategies.
❖ Semantic Processing: Engage students in activities that require them to read and
discuss short texts, focusing on comprehension and vocabulary.
❖ Contextual Processing: Encourage students to make predictions and inferences
based on the context while reading longer passages.
Incorporating the Four-Part Processor Model into instruction during the Foundation Phase
can help lay a strong foundation for reading development and address the diverse needs
of young learners.
3.2) Simple View of Reading Model:
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Figure 2: The Simple View of reading model (Gough, P.B. and Tunmer, W.E.,
1986.)
The Simple View of Reading Model, proposed by Gough and Tunmer, is a fundamental
framework for understanding reading comprehension. It breaks down reading into two
key components:
a) Key Aspects of Model:
3.2.1. Decoding: Decoding refers to the ability to convert written text into speech. It
involves recognizing and pronouncing words by matching letter sounds (phonemes) to
their corresponding symbols (graphemes).
3.1.2. Language Comprehension: Language comprehension is the ability to understand
spoken or written language. It includes vocabulary knowledge, understanding sentence
structure, and making sense of the overall meaning of text.
According to this model, reading comprehension is the product of these two factors. In a
formulaic representation, it can be expressed as:
Reading Comprehension = Decoding Language X Comprehension
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This formula emphasizes that both decoding and language comprehension are necessary
for successful reading comprehension. If either of these components is weak, it can
hinder overall reading comprehension.
b) Advantages for Reading Development:
The Simple View of Reading Model offers several advantages for reading development:
•
Clarity: It provides a clear and straightforward framework for understanding
reading, making it easier for educators to assess and address reading difficulties.
•
Diagnosis: By analyzing a student's performance in decoding and language
comprehension separately, educators can identify specific areas of weakness and
tailor instruction accordingly.
•
Individualized Instruction: The model encourages individualized instruction to
target the specific needs of each student. Those with strong decoding skills but
weaker language comprehension, for instance, may require vocabulary
enrichment and comprehension strategies.
c) Three Practical Examples for Foundation Phase:
•
Grade R :
❖ Decoding Skills: The basics of decoding are taught to children in Grade R. Simple
letter-sound activities can be used in the classroom, such as matching letters to
their respective sounds or spotting the first letter in everyday things. The
fundamental decoding abilities required for reading are developed through these
exercises.
❖ Vocabulary Building: Teachers can read engrossing picture books to pupils and
promote discussion of the plot to help kids improve their language comprehension.
After reading a book about animals, for instance, the teacher can ask the pupils to
describe and justify their favorite animal. Skills in vocabulary and comprehension
are improved by this activity.
❖ Oral Language Development: Encourage pupils to retell tales they have heard in
order to foster the development of oral language.
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•
Grade 1:
❖ Decoding: Teach phonics systematically, starting with basic letter-sound
correspondence and simple CVC words. Encourage students to blend sounds to
read words like "cat" and "dog."
❖ Language Comprehension: Use picture books and short stories with simple
sentence structures to help students understand and retell basic narratives.
❖ Sight Words: Introduce difficult-to-decode sight words that are commonly utilized
in texts. Make use of flashcards or word games to give pupils practice identifying
and reading these terms. Their reading comprehension and fluency are aided by
this.
•
Grade 2:
❖ Decoding: Progress to more complex phonics patterns, including consonant
blends and digraphs. Encourage students to decode multisyllabic words.
❖ Language Comprehension: Engage students in discussions about the stories
they read, asking questions about characters, events, and settings. Encourage
them to use context clues to infer word meanings.
❖ Story Sequencing: Ask students to put the events in the proper sequence after
reading a narrative. By focusing on specifics and the relationships between
events, this practice helps kids strengthen their comprehension abilities and their
understanding of story structure.
•
Grade 3:
❖ Decoding: Continue to expand phonics instruction to include irregular words and
more advanced word patterns. Emphasize fluency through repeated readings.
❖ Language Comprehension: Encourage students to read longer texts and discuss
them in greater detail. Focus on higher-level comprehension skills such as
summarization and drawing inferences.
❖ Reading Response Journals: Encourage your children to keep reading response
journals where they can write down their ideas, inquiries, and feelings as they
read. This reflective exercise improves comprehension, promotes critical
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thinking, and aids students in forging connections between themselves and the
material.
In each grade, educators should consider both decoding and language comprehension
when planning instruction and interventions, ensuring that students receive a wellrounded approach to reading development based on the Simple View of Reading Model.
3.3 The Reading Rope Model
Figure 3: The Reading Rope Model (Scarborough,2001).
The Reading Rope Model, developed by Hollis Scarborough, is a comprehensive and
dynamic framework that illustrates the various strands of reading skills that intertwine to
form fluent reading. This model recognizes that reading is a complex, multifaceted
process.
a) Key Aspects of Model:
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3.31. Word Recognition: This strand encompasses both decoding (phonological
processing) and sight word recognition (orthographic processing). It involves the ability to
accurately and quickly identify words in text.
3.3.2. Language Comprehension: Similar to the Simple View of Reading, this strand
involves understanding the spoken or written language, including vocabulary knowledge,
syntax, and comprehension.
3.3.3. Fluency: Fluency is the ability to read text smoothly and accurately, with appropriate
prosody (expression and intonation). It requires automatic word recognition and strong
language comprehension.
3.3.4. Background Knowledge: This strand emphasizes the importance of prior
knowledge and experiences in understanding and making connections with the text being
read.
3.3.5. Vocabulary Knowledge: Vocabulary knowledge includes understanding word
meanings and the ability to infer word meanings from context. A rich vocabulary is crucial
for comprehension.
3.3.6. Reading Motivation and Engagement: The model recognizes the significance of a
reader's motivation, interest, and engagement with the text, as these factors can impact
reading success.
b) Advantages for Reading Development:
The Reading Rope Model offers several advantages for reading development:
•
Comprehensive
Understanding**:
It
provides
a
more
comprehensive
understanding of the intricate processes involved in reading, highlighting the
interplay between various strands.
•
Diagnostic Insights**: Educators can use this model to diagnose specific areas
where a student may be struggling. For example, a student with weak word
recognition may need targeted phonics instruction, while a student with limited
background knowledge may require exposure to diverse texts.
•
Individualized Instruction: The model supports individualized instruction by
allowing educators to focus on the strands that need improvement for each
student.
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c) Three Practical Examples for Foundation Phase:
•
Grade R:
❖ Phonological Awareness: Focus on phonological awareness in Grade R by getting
kids involved in rhyming games, clapping out word syllables, and recognizing the
first sounds of words. These exercises aid in developing the fundamental abilities
needed for word decoding.
❖ Vocabulary Development : acquaint students with new vocabulary associated with
their themes. For instance, if the theme is "Birds," teach the students vocabulary
phrases like "feathers," "nest," and "wings." To help kids learn and remember these
new vocabulary words, provide illustrations and context.
❖ Oral Comprehension: Asking students to listen to brief stories or descriptions and
then respond to questions about what they heard will improve oral comprehension.
This exercise aids in their development of spoken language comprehension, an
essential reading skill.
•
Grade 1:
❖ Word Recognition: Introduce phonics instruction to develop decoding skills.
Teach letter-sound correspondences and blending techniques.
❖ Language Comprehension: Use engaging and simple stories to encourage
students to retell the main events and characters, ensuring they understand the
text.
❖ Fluency: Encourage students to practice reading aloud and repeated readings of
familiar texts to build fluency.
•
Grade 2:
❖ Vocabulary Knowledge: Expand students' vocabulary by introducing new words
in context and discussing their meanings.
❖ Background Knowledge: Explore topics related to the texts being read to build
students' background knowledge and connections to the content.
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❖ Reading Motivation and Engagement: Provide opportunities for students to
choose books that interest them, fostering a love for reading.
•
Grade 3:
❖ Word Recognition: Continue to reinforce phonics skills and sight word
recognition. Introduce more complex word patterns and multisyllabic words.
❖ Language Comprehension: Encourage students to engage in discussions about
text, asking questions that require them to think critically about the content.
❖ Fluency: Gradually introduce longer and more complex texts, focusing on
maintaining fluency while comprehending the material.
By addressing these components in each grade, educators can help students develop
strong reading skills across the various strands of the Reading Rope Model, ultimately
leading to proficient and confident readers.
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Question 4
Language difficulty
1. Limited English
Vocabulary:
Learner behavior in
classroom
•
•
•
The learner has
trouble comprehending
and using vocabulary
that is appropriate for
their age.
They could find it
challenging to
understand messages
containing strange
language.
They might have
trouble speaking,
expressing their ideas,
and responding to
inquiries.
Implication on
language
development
•
The learner has
problems
with reading
comprehension
and language
expression
skills might be
hampered by a
limited
vocabulary.
Complex
literature may
become difficult
to comprehend
and discuss,
both in written
and spoken
form.
Students may
struggle to
articulate
themselves
clearly, which
may affect how
well they
communicate in
general.
•
•
Weak verbal
reasoning
ability can
affect a
learner's
comprehension,
critical thinking,
and problemsolving skills.
•
Comprehension
strategies, such
as
summarization,
prediction, and
asking
questions while
reading.
•
•
It may limit the
learner's ability
Practice in
inferential
thinking and
•
•
2. Weak Overall
Verbal Reasoning
Ability:
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•
Struggles to
understand and
analyze the content of
texts.
•
May find it challenging
to answer
comprehension
questions or explain
their reasoning.
Language aspect(s)
learner needs help
with
•
By way of
thorough
instruction,
engagement to
intricate texts,
and contextbased learning,
vocabulary is
enriched.
Tasks which
foster word
acquisition
involve
explaining new
words,
incorporating
them in
phrases, and
discovering
synonyms and
antonyms.
•
3. Unfamiliarity with
Different Types of
Text:
•
•
4. Phonologically
Based Decoding
Inaccuracy:
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Struggles to navigate
and understand
various types of texts
(e.g., narrative,
informational,
persuasive).
May have difficulty
identifying the main
purpose and structure
of different text types.
•
Requires more time to
identify words in
isolation or within a
sentence.
•
May struggle with
recognizing common
sight words quickly.
•
to engage in
meaningful
discussions and
express ideas
coherently.
Difficulty in making
inferences and
drawing conclusions
from texts.
Reading fluency may
be slow, affecting
overall reading
comprehension.
•
•
•
•
Limited
exposure to
different text
types can
hinder a
learner's ability
to comprehend
and engage
with diverse
content.
It may limit their
ability to adapt
their reading
strategies to
different
genres.
Slow word
recognition can
hinder reading
fluency and the
ability to read
with expression
and
comprehension.
It may lead to
difficulties in
maintaining
focus during
reading tasks.
making
connections
between text
and prior
knowledge.
•
Encouraging
discussion and
debate to
improve verbal
reasoning skills.
•
Introduce
learners to a
variety of text
types and
genres.
•
Teach them to
identify the
purpose,
structure, and
key features of
each text type.
•
Provide guided
practice in
reading and
understanding
different types
of texts.
•
Sight word
recognition
practice using
flashcards and
repetition.
•
Reading aloud
and timed
reading
exercises to
improve word
recognition
speed.
5. Slow to
Recognize Printed
Words Out of
Context or on Sight:
•
May struggle to
connect new
information from texts
to their existing
knowledge.
•
May have difficulty
understanding texts
that assume prior
knowledge of certain
topics.
•
6. Limited
Background
Knowledge:
•
May struggle to
connect new
information from texts
to their existing
knowledge.
•
May have difficulty
understanding texts
that assume prior
knowledge of certain
topics.
May have limited
ability to engage in
discussions about
complex subjects.
•
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May have limited
ability to engage in
discussions about
complex subjects.
•
May struggle to
connect new
information
from texts to
their existing
knowledge.
•
May have
difficulty
understanding
texts that
assume prior
knowledge of
certain topics.
May have
limited ability to
engage in
discussions
about complex
subjects.
•
•
•
Limited
background
knowledge can
hinder a
learner's ability
to comprehend
and engage
with contentrich texts.
It may lead to
feelings of
frustration and
inadequacy
when faced
with unfamiliar
topics.
•
Encouraging
repeated
readings of
familiar texts to
build fluency.
•
Sight word
recognition
practice using
flashcards and
repetition.
•
Reading aloud
and timed
reading
exercises to
improve word
recognition
speed.
•
Encouraging
repeated
readings of
familiar texts to
build fluency.
•
Building
background
knowledge
through
exposure to
diverse texts
and topics.
•
Encouraging
discussions and
activities that
connect new
information to
existing
knowledge.
•
Providing
scaffolded
support when
reading texts
that assume
prior
knowledge.
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Question 5
REFLECTIVE JOURNAL
As an education student, I've been looking into different approaches to foster reading
comprehension in learners. The text "The Great Escape" offered an excellent chance to
consider the teacher's role in promoting student comprehension, comprehension
techniques for oral reading, guided reading, and individual reading, as well as particular
comprehension questions that aid understanding.
The Teacher's Responsibility in Promoting Student Comprehension:
The importance of the teacher in fostering comprehension is one of the text's main
lessons. In a group-guided reading setting, the teacher acts as a facilitator and fosters a
safe space for students to explore the text. The teacher invites students to generate
assumptions based on the title and visuals during the "Before reading" phase, which
creates an engaging environment. The teacher's role in igniting preexisting knowledge
and fostering interest is highlighted at this stage.
The teacher's job now is to supervise and provide assistance as each student reads
aloud on their own. Each learner has the opportunity to read a section aloud as the
teacher circulates among them. This gives the teacher the chance to evaluate
pronunciation and fluency, ensuring that the students are correctly decoding. It also
enables the instructor to address any urgent concerns or issues with comprehension.
The teacher asks comprehension-related questions based on the material during the
discussion portion. Here, the teacher plays an important role in assisting students in
making the connection between their reading and the larger context of the narrative.
The teacher's questions encourage greater reading comprehension by leading students
to study vocabulary, sight words, and phonics.
The teacher encourages students and fosters a favorable attitude toward reading
throughout this process, acting as a source of motivation for the students. The
excitement of the teacher for the narrative may motivate students to actively engage in
comprehension exercises. (Oczkus , 2018).
Understanding Techniques for Oral Reading:
Comprehension abilities can best be developed through oral reading. During their initial
reading, students, according to the book, can benefit from "whisper-reading" the text. By
encouraging students to interact with the text on an aural level, this method aids in the
growth of their phonemic awareness and fluency.
Additionally, students can concentrate on their fluency, grammar, and vocabulary during
the second reading. This is consistent with the notion that more readings lead to better
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comprehension. I've discovered as a student of education how crucial it is to give
students the chance to practice reading fluently because it improves their capacity to
comprehend and interpret literature.
Understanding Techniques for Guided Reading:
The collaborative and interactive nature of learning is emphasized in the group-guided
reading method. The group-reading exercises included in the book's back offer planned
chances for students to interact with the material as a group. I understand the
importance of these exercises in fostering comprehension as a student of education.
During guided reading sessions, students can express their opinions, ask questions,
and pick the brains of their fellow students. In order to promote deeper understanding,
the teacher's role in facilitating these talks is crucial. Teaching students to consider
several readings of the text improves their critical thinking abilities.
Comprehension Techniques for Individual Reading:
Individual reading promotes students' independence as readers and is used in the first
reading phase. Here, the emphasis is on silent reading, which lets students read at their
own leisure. I recognize the value of offering a diversity of reading experiences to
accommodate various learning preferences and styles as a student of education.
According to Brassell and Rasinski, (2008) , Silent reading helps students develop their
own understanding mechanisms. It encourages self-monitoring and introspection,
allowing students to pinpoint their weak points and look for explanation. This stage also
gives students the chance to improve their word recognition and fluency. The author
proposes asking comprehension questions that concentrate on phonics, sight words,
and vocabulary (learning to understand questions). These "learning to understand"
questions challenge students to read closely, glean important details, and draw
connections.
I understand the importance of well-written comprehension questions because I'm a
student of education. These inquiries should guide students' knowledge as they
progress from literal comprehension to inference and critical analysis. Teachers can
assist students in developing a solid basis for higher comprehension by starting with
questions about phonics, sight words, and vocabulary.
In conclusion, the text "The Great Escape" and the suggested comprehension-boosting
techniques have offered insightful information on the function of the instructor,
comprehension techniques for various reading settings, and the significance of effective
questioning. In order to foster proficient and enthusiastic readers, I'm eager to
implement these tactics in my future teaching practice as an education student.
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References
Brassell, D. and Rasinski, T., 2008. Comprehension that works: Taking students beyond
ordinary understanding to deep comprehension. Teacher Created Materials.
Gough, P.B. and Tunmer, W.E., 1986. Decoding, reading, and reading
disability. Remedial and special education, 7(1), pp.6-10.
Oczkus, L.D., 2018. Reciprocal teaching at work: Powerful strategies and lessons for
improving reading comprehension. ASCD.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading
(dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.),
Handbook for research in early literacy (pp. 97–110). Guilford Press.
Seidenberg, M.S. and McClelland, J.L., 1989. A distributed, developmental model of
word recognition and naming. Psychological review, 96(4), p.523.
Weekley, T., 2017. The impact of word-study intervention strategies on students'
measures of reading comprehension and fluency.
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