Supporting Beginning Readers in Reading to Learn: A Comprehension Strategy

Abstract

This teaching tip outlines a comprehension strategy designed to support early primary students in reading to learn while learning to read. The strategy is born of the authors’ classroom practices and is designed to support young children in reading and understanding informational texts by facilitating close interactions between text and reader. Through its steps—Read, Stop, Think, Ask, Connect—the strategy supports beginning readers in recognizing and responding to the challenges that informational texts hold for reading and comprehending. The Read, Stop, Think, Ask, Connect strategy is designed to be used flexibly to account for the diversity of readers and of texts in early primary classrooms and encourages educators to consider students’ prior learning, text selection, and multimodal supports when connecting beginning readers with informational texts.

The Relation of Balinese EFL Learners’ Prior Learning Experience and Present Proficiency

“…Comprehension strategies are significant in young learners' learning process because they construct meaning in different ways compare to adults (McKee & Carr, 2016). Unlike adult learners, children only have partial linguistic and knowledge systems.…”

Dialogic Literacy Enabled by Cross-Community Interactions in Scientific Knowledge-Building

“…This study sought to understand the nature of dialogic literacy in which students engaged within an innovative inquiry model, with knowledge building pedagogy and interactions across multiple communities and timescales, in order to illuminate the much needed connection between literacy and knowledge building and inform the implementation of new educational standards. Although literacy research has examined the nature of literacy that supports knowledge construction for personal learning (Coiro, Castek, & Quinn, 2016;Davis, Huang, & Yi, 2016;Levitt, 2002;McKee, & Carr, 2016;Moraboto, 2017), literacy for creative problem solving for the purpose of collaborative knowledge generation is only beginning to be researched (Zhang et al, 2011). Therefore, in order to throw light on literacy in more creative learning spaces, we reinvestigated data from a larger study on one of such models.…”

“…Although literacy research has examined the nature of literacy that supports knowledge construction for personal learning (Coiro, Castek, & Quinn, 2016;Davis, Huang, & Yi, 2016;Levitt, 2002;McKee, & Carr, 2016;Moraboto, 2017), literacy for creative problem solving and collaborative knowledge generation is only beginning to be investigated (Zhang, Hong, Scardamalia, Teo, & Morley, 2011). However, in the broader education field, researchers have devoted major efforts to develop innovative inquiry-based models for creative knowledge practices.…”