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Read  alouds, vocabulary, and comprehension

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Read  alouds, vocabulary, and comprehension

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This article discusses using instructional read alouds to enhance students vocabulary skills. By enhancing a students vocabulary skills, a strong foundation for reading comprehension is built.

Ambrose, L., Goforth, A., & Collins, G. (2015). Using Instructional Read Alouds to enhance vocabulary development. Practically Primary, 20(3), 50+. Retrieved from http://go.galegroup.com.library.marygrove.edu:2048/ps/i.do?id=GALE%7CA434223880&v=2.1&u=lom_marygrove&it=r&p=AONE&asid=bd885703f6ee781cc7d3f35f1528d559

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The authors of this article have developed a comprehension tool kit in order for teachers to implement it in small group instruction. One tool I found useful was comprehension monitoring and awareness. The article states that

studies have shown many students, fail to understand what they read and are not aware of their failure.

Connor, C. c., Phillips, B., Kaschak, M., Apel, K., Kim, Y., Otaiba, S., & ... Lonigan, C. (2014). Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade. Educational Psychology Review, 26(3), 379-401.

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Managing student behavior during instructional time is a huge factor in academic success. This article is a study based on behavior management and literacy skills. This study shows the effects of good behavior and bad behavior in correlation with early literacy skills.

Gage, Nicholas A., et al. "Investigating the collateral effects of behavior management on early literacy skills." Education & Treatment of Children Nov. 2015: 523+. Academic OneFile. Web. 16 Nov. 2015.

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Sierschynski, Jarek, Belinda Louie, and Bronwyn Pughe. "Complexity in Picture Books." The Reading Teacher 68.4 (2015): 287+. Academic OneFile. Web. 16 Nov. 2015.
This article discusses the relationship of reading comprehension and picture books. Early readers use the stimulus of the pictures to make text connections which hopefully enhance their comprehension skills. In grades k-3 picture books can create textual-visual relationships.

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Thinking out loud is a skill that is used in early elementary grades to help students understand what they are reading. This article supports that thought by emphasizing the importance of interaction with a text.

"Mind Readers; By thinking out loud, we can raise children's comprehension skills." School Library Journal. (May 1, 2012 ): 645 words. LexisNexis Academic. Web. Date Accessed: 2015/11/16.

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This article discusses interventions that are done in small group instruction in order to help with comprehension. Some interventions are pictures walks, kwl chart, and direct reading-thinking activities.

Georgiou, G. K., Das, J. P., & Hayward, D. (2009). Revisiting the "simple view of reading" in a group  of children with poor reading comprehension. Journal of Learning Disabilities, 42(1), 76-84. doi:http://dx.doi.org/10.1177/0022219408326210

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This article studies students who have average decoding and fluency rate but are doing poorly in comprehension. I big concern has always been how much does fluency effect comprehension?

Georgiou, G. K., Das, J. P., & Hayward, D. (2009). Revisiting the "simple view of reading" in a group  of children with poor reading comprehension. Journal of Learning Disabilities, 42(1), 76-84. doi:http://dx.doi.org/10.1177/0022219408326210

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As educators we have seen how each child's individualized personality has effected their academic success. This article studies personality traits and reading comprehension.

Sadeghi, N., Kasim, Z. M., Tan, B. H., & Abdullah, F. S. (2012). Learning styles, personality types and reading comprehension performance. English Language Teaching, 5(4), 116-123. Retrieved from http://search.proquest.com/docview/1009897778?accountid=28829

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Can using a book chat or online blog to discuss important parts of a book lead to more student engagement and better o

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If a student has wonderful decoding skills, how can they still have poor comprehension?

Are these two skills linked?

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This article explains how to design interventions which will promote growth in the area of reading comprehension.

http://web.a.ebscohost.com.library.marygrove.edu:2048/ehost/pdfviewer/pdfviewer?sid=722a8f06-18f5-439d-a208-68681f8750a0%40sessionmgr4003&vid=6&hid=4212

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This article is about how comprehension can be enhanced using non fiction text. Non fiction is always a difficult genre for my students.

http://web.a.ebscohost.com.library.marygrove.edu:2048/ehost/pdfviewer/pdfviewer?vid=3&sid=722a8f06-18f5-439d-a208-68681f8750a0%40sessionmgr4003&hid=4212

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Developing Reading Comprehension by Clarke, Paula J., Truelove, Emma, Hulme, Charles

This book is a great source.

Provides intervention materials for areas for oral language and text levels.

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Does using student information need to be approved by parents?

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Should more time be dedicated to reading in the school day in order to see more progression?

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Should there be more data looked at than guided reading observations and DRA scores?

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Daily guided reading is a way for me to monitor my students ability to read and comprehend text.

Is closed reading a more effective way of monitoring comprehension?

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How much does fluency effect reading comprehension?