What's a Teacher To Do: Suggestions for Comprehension Strategy Instruction

Onofrey, Karen A.; Theurer, Joan Leikam

doi:10.1598/rt.60.7.9

Cited by 12 publications

(9 citation statements)

References 2 publications

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“…Moreover, in pairs, the students can also be directed to do the activities like in the moment read-aloud journal partners which is an instructional strategies encompasses many different metacognitive processes that effective readers use, including interpreting the text, pausing to reflect, and engaging in retrospection (Onofrey &Theurer, 2007), or asking the students to choose some reading strategies that can be used to understand the text and then they have to prepare mini lessons for each of these strategies, so they are familiar with each strategy chosen (Heren & Bickerman, 2005). …”

Section: The Concept Of Partner Readingmentioning

confidence: 99%

Partnership Activity in EFL Reading Classroom

Dahliana

2017

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This paper analyzes the advantages of partnership activity in EFL reading classroom. Understanding a reading text may provide a challenge for some students as it involves a particular context and previous knowledge. For English as a foreign language (EFL) learners, the challenge becomes more complex as they need to understand the words and the written symbols of the foreign language and take the meaning of the sentence by making sense them with its context which may be unfamiliar to them. For this reason, choosing an activity that provides a wider opportunity for EFL students to share their thought and understanding of what they read as well as to listen others comprehension of the similar text is necessary in order to help the students have an accurate meaning of the text and learn how to be an effective reader. In this light, partnership activity is considered to be one of alternative ways to create an enjoyable and meaningful experience for EFL students to develop their reading skill of another language. The benefits of partnership activity include individual concerns and social life.

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Section: The Concept Of Partner Readingmentioning

confidence: 99%

Partnership Activity in EFL Reading Classroom

Dahliana

2017

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“…Durkin's (1978Durkin's ( /1979) study found that comprehension instruction was rare; two decades later, Pressley and Wharton-McDonald (1998) found little change. Similarly, Onofrey and Theurer (2007) asserted that many teachers still find comprehension instruction a mystery. Kragler, Walker, and Martin (2005) found that the primary grade teachers they observed relied primarily on teachers' manuals for content area instruction and found that the science and social studies textbooks the teachers used focused on assessing student understanding rather than helping them comprehend.…”

Section: The Comprehension Matrix: a Tool For Designing Comprehensionmentioning

confidence: 99%

The Comprehension Matrix: A Tool for Designing Comprehension Instruction

Gill

2008

The Reading Teacher

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Recent reading research has shown teachers how to help students comprehend and has identified strategies that good comprehenders use. At the same time, however, researchers report that few if any of these techniques are used in classrooms. Reading teachers and content area teachers alike need to be able to design lessons that help students comprehend (i.e., learn from) specific texts and need to develop comprehension strategies that readers can use on many different types of texts. The Comprehension Matrix provides teachers with a way of dealing with the overwhelming amount of information available on the teaching of comprehension by helping them organize activities into prereading, during reading, and postreading categories. قد بيّنت الأبحاث القرائية الأخيرة للأساتذة كيف يساعدون الطلاب في الاستيعاب وقد حددت الاستراتيجيات التي يستخدمها أهل الاستيعاب الجيد. ولكن، وفي نفس الوقت، ينقل الباحثون خبراً بأن قليلاً إن وُجِدَت واحدة من هذه التقنيات مستخدمة في الصفوف. إن أساتذة القراءة وكذلك أساتذة مجال المحتوى بحاجة إلى أن يكون في استطاعتهم تصميم الدروس التي تساعد الطلاّب في استيعاب نصوص معيّنة (أي يتعلمون منها) وأيضاً هم بحاجة إلى تصميم استراتجيات الفهم التي يستطيع القراء أن يستخدموها على اختلاف أشكال النصوص. إذ يوفّر المصفوفة الاستيعابية الأساتذة طريقة لتعامل مع الكمية الخانقة من المعلومات المتوفرة بصدد تعليم الاستيعاب بواسطة مساعدتهم في تنظيم الأنشطة إلى تصانيف قبل القراءة وخلالها وبعدها. 近今的阅读研究已向教师展示如何帮助学生理解所阅读的内容，亦已识别出有效的阅读理解策略。可是，研究报告也同时指出，这些技巧很少会被教师应用于课堂教学中。无论是阅读教师或是学科教师都需要有能力去设计课堂教学，以帮助学生理解(也就是从中学会)所要阅读的特定篇章内容；教师也需要发展学生的阅读理解策略，以帮助学生理解各种不同文本的内容。“阅读理解距阵”为教师提供一个方法以处理浩瀚文献中有关教授阅读理解的资料。“阅读理解距阵”帮助教师把这些资料组织于阅读前、阅读中、阅读后等三大教学活动分类。 Les recherches récentes en lecture ont montré aux professeurs comment faire pour aider les élèves à comprendre et identifier les stratégies qu'emploient les élèves qui ont une bonne compréhension. En même temps, cependant, les chercheurs rapportent que peu s'il en est de ces techniques sont utilisées dans les classes. Les professeurs qui enseignent à lire, comme les professeurs des disciplines, ont besoin de pouvoir préparer des leçons qui aident les élèves à comprendre, c'est‐à‐dire à apprendre à partir de textes spécifiques, et ont besoin de développer des stratégies de compréhension que les lecteurs puissent employer avec de nombreux types de textes différents. La Matrice de Compréhension indique aux professeurs une façon d'affronter l'écrasante masse d'informations disponibles relative à l'enseignement de la compréhension en les aidant à organiser des activités avant la lecture, pendant la lecture, et après la lecture. В статье описано недавнее исследование, которое демонстрирует, как помочь учащимся понять смысл текста и какие стратегии применяют те, кто понимает прочитанное без проблем. Исследователи выяснили, что эти стратегии, к сожалению, практически не используются на занятиях. И учителя чтения, и предметники должны уметь планировать уроки, на которых школьники учились бы пониманию определенных текстов и усваивали стратегии понимания, которые пригодятся ими для восприятия различных типо...

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“…Some researchers argue that weak comprehenders are unable to use visualisation [3], while proficient readers automatically employ this strategy [4]. It suggested that when a user can visualise a text, he/she is reading, he/she is also able to get the meaning conveyed by the text.…”

Section: Introductionmentioning

confidence: 99%

Visualization, Comprehension of Metacognitive Strategy, and The Importance Of An Evaluation Framework

Fitriani¹,

Samad²

2017

Proceedings of the 2nd International Conference on Education, Science, and Technology (ICEST 2017)

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Abstract-Visualization metacognitive strategy, either internal or external, has been used for decades to help students comprehend a reading text. Their comprehension is usually evaluated using a reading comprehension test. Without this test, literacy teachers can actually evaluate students' comprehension by analyzing students' visual representations that they draw as a summary of a text they read. To do this, the teachers need a framework as the guideline to relate students' drawing to their comprehension. This paper proposes a framework necessary to evaluate students' comprehension of a reading text that they transform into a visual representation. The aspects in the framework are created based on the literature on visual literacy and genre-based literacy pedagogy. An example of the analysis is also provided in this paper.

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What's a Teacher To Do: Suggestions for Comprehension Strategy Instruction

Cited by 12 publications

References 2 publications

Partnership Activity in EFL Reading Classroom

Partnership Activity in EFL Reading Classroom

The Comprehension Matrix: A Tool for Designing Comprehension Instruction

Visualization, Comprehension of Metacognitive Strategy, and The Importance Of An Evaluation Framework

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