Developing Comprehension Using Reading Strategy Supports 1
Developing Comprehension Using Reading Strategy Supports: Traditional Approach
Traditionally, teachers have often had students read novel passages using the following methods:
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Assign passage for individual silent reading.
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Conduct a whole-class discussion of the passage after reading is complete.
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Assign students comprehension questions to be answered in written format, either in class or as
homework.
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Give students a multiple-choice or short-answer test or quiz to assess comprehension.
Developing Comprehension Using Reading Strategy Supports: UDL Approach
Prepare
Select a key passage that will be challenging for readers in your classroom. Select the strategy or
strategies you want to highlight (for example, predicting, questioning, visualizing). Focusing on one or
two key strategies helps prevent students from feeling overwhelmed or overloaded.
Provide students with copies of the text. If possible, allow room in margins for them to take notes.
Prepare to project the text—either on an overhead projector or using a computer and a projector—so
that you can model your thinking for your students.
Introduce
Tell the students the purpose(s) of reading the selected passage.
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To enjoy a good story
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To learn strategies that will help in understanding and connecting to the passage
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Developing Comprehension Using Reading Strategy Supports 2
Model strategy(ies) for students
Read the chosen passage aloud to the class and model thinking aloud while reading. You might choose a
passage that is extra challenging or one that is incredibly important for overall understanding.
Selected text is from: Letter from Birmingham Jail
Text
Lead Student-Think Aloud with Guiding Questions
The line in bold print is considered one of King’s
Moreover, I am cognizant of the
most famous quotes.
interrelatedness of all communities and states. I
cannot sit idly by in Atlanta and not be
 What does this mean for individuals who
concerned about what happens in Birmingham.
have ignored the issues of Birmingham?
Injustice anywhere is a threat to justice
 What does this mean today for each of us
everywhere. We are caught in an inescapable
living in United States?
network of mutuality, tied in a single garment
of destiny. Whatever affects one directly,
affects all indirectly. Never again can we afford
to live with the narrow, provincial "outside
agitator" idea. Anyone who lives inside the
United States can never be considered an
outsider anywhere within its bounds.
Now, what is the difference between the two?
 King describes two types of law, just and
How does one determine whether a law is just or
unjust, how does he define each?
unjust? A just law is a man made code that squares
 Can you give other examples in the
with the moral law or the law of God. An unjust
present of unjust laws you feel a moral
law is a code that is out of harmony with the moral
obligation to disobey?
law. To put it in the terms of St. Thomas Aquinas:
 Would you be willing to accept the
An unjust law is a human law that is not rooted in
consequences?
eternal law and natural law. Any law that uplifts
 What are the effects of segregation?
human personality is just. Any law that degrades
human personality is unjust. All segregation
statutes are unjust because segregation distorts
the soul and damages the personality. It gives the
segregator a false sense of superiority and the
segregated a false sense of inferiority. Segregation,
to use the terminology of the Jewish philosopher
Martin Buber, substitutes an "I it" relationship for
an "I thou" relationship and ends up relegating
persons to the status of things. Hence segregation
is not only politically, economically and
sociologically unsound, it is morally wrong and
sinful. Paul Tillich has said that sin is separation. Is
not segregation an existential expression of man's
tragic separation, his awful estrangement, his
terrible sinfulness? Thus it is that I can urge men to
obey the 1954 decision of the Supreme Court, for
it is morally right; and I can urge them to disobey
segregation ordinances, for they are morally
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Developing Comprehension Using Reading Strategy Supports 3
wrong.
Let us consider a more concrete example of just
and unjust laws. An unjust law is a code that a
numerical or power majority group compels a
minority group to obey but does not make binding
on itself. This is difference made legal. By the same
token, a just law is a code that a majority compels
a minority to follow and that it is willing to follow
itself. This is sameness made legal.
Review the think-aloud
After finishing the think-aloud model for students, go back over the passage and the strategies you used
in the think-aloud. Highlight the critical features and cues that prompted the use of particular strategies.
Create a list of these prompts and cues to put on the wall or blackboard and for students to keep in their
notebooks. They can refer to the list as they read in pairs, small groups, or independently to help them
use reading strategies effectively.
Independent/collaborative work
Next, have students read a passage and complete their own think-aloud’s. Allow them to choose how
they would like to read the passage and record their answers:
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computer with e-text and text-to-speech software
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printed copy of passage and pen and paper
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mp3 version of passage and tape recorder
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or any of the above in combination or any other options you would like to offer
Students may choose to complete this exercise individually, in pairs, or in small groups. While students
are working, monitor their process and offer feedback as needed.
Share
When students have completed the assigned reading passage and their think-aloud’s, have volunteers
present their work to the class. Have students share their think-aloud responses and discuss what cues,
prompts, and strategies they used. Have the class discuss how different readers used different cues and
strategies.
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Developing Comprehension Using Reading Strategy Supports 4
Developing Comprehension Using Reading Strategy Supports: UDL Highlights
Recognition Supports
Provide multiple examples
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Teacher and student models of different read-aloud’s using different reading strategies
Highlight critical features
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Identification of critical features of read-aloud’s, highlighting cues and prompts for utilizing
specific reading strategies
Provide multiple media and formats
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Digital and hard copies of hand-outs
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Passage available in multiple formats
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Optional computer use
Support background context
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Provide purpose for reading
Strategic Supports
Provide flexible models of skilled performance
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Teacher and student models of think-alouds
Provide opportunity to practice with supports
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Large and small group work
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Teacher conferences as students work on think-alouds
Provide ongoing, relevant feedback
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Students receive peer feedback during small group work and/or whole-class discussion.
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Teacher offers feedback during conferences as students work on think-alouds.
Offer flexible opportunities for demonstrating skill
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Students have many choices of different ways to read passages and record their think-alouds.
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Developing Comprehension Using Reading Strategy Supports 5
Affective Supports
Offer choices of content and tools
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Students have choices of how to obtain and record information (print, digital).
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Students have choices of how to work on their think-alouds (individually, pairs, small groups).
Offer adjustable levels of challenge
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Grouping and modeling provide different supports for different students.
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Collaboration allows students to bring different skill sets to task(s).
Offer choices of learning context
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Digital context, using computer
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Pen-and-paper context, using print-based materials
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Group or individual work
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Sharing work with an audience
Michael A. Kopish, Ph.D. - Plymouth State University 5