# data[].attributes.body
Reading comprehension strategies should include both direct, explicit instruction and discussion-based instruction. Direct, explicit instruction is a gradual release of responsibility. It is typically referred to as "I do, we do, you do." Discussion-based instruction helps bring people together to improve their understanding of reading material. Discussions allow for learners to hear the multiple viewpoints.

# data[].attributes.body
Readers are able to assess their comprehension of material and repair breakdowns as needed (Moore, et al., 2011, p. 106).

# data[].attributes.body
Learners learn best when they can generate and answer their own questions about what they are reading and learning about. They typically need help to develop this strategy. Teachers can help them develop this strategy by asking "wh" question stems or using signal words.

# data[].attributes.body
Imaging requires students to use their senses. They may read a brief section of text, then describe what they read with one or more of their five senses.

# data[].attributes.body
When students are asked to summarize they produce a condense version of what they read or hear. Students restate main ideas and information in a few words.

# data[].attributes.body
Making predictions are one way to help students build comprehension. Two strategies to use for predictions are:
1. Anticipation Guides are keywords or statements, some of them are true while others are false that are presented to students, and they predict which ones are true and which ones are false (Moore, et al., 2011, p. 103).
2. Directed Reading Thinking Activity (DRTA) is another way to teach students to predict what they will learn. Teachers normally lead their students to make predictions by reading a portion of the text, stopping and making predictions, read some more, and stop and make predictions. The cycle continues until the text is finished (Moore, et al., 2011, p. 103).

# data[].attributes.body
Dole, Nokes, & Drits (2008) states that "Reading comprehension strategies are procedures that active readers use to enhance their understandings of text" (Moore, et al., 2011, p. 100). It is important to teach students appropriate comprehension strategies to help them become independent and lifelong learners.

# data[].attributes.body
Students ask questions before, during, and after reading using sticky notes about a book they are reading to build comprehension.

# data[].attributes.attachment_link.title
Before, During and After Questions: Promoting Reading Comprehension and Critical Thinking

# data[].attributes.body
Below are a variety of scaffolds that can be used to build student comprehension of a passage before, during, and after reading.
Before Reading:
1. Ask and answer questions
2. Brainstorm
3. Preview pictures and graphic aids
4. Graphically organize related information
5. Listening to selected portions being read aloud
6. Observe media presentations
7. Predict what you will learn or read about
During Reading:
1. Answer interspersed questions
2. Complete a study guide
3. Post sticky notes on a passage
4. Read along with a passage recording or another individual reading
5. Writing notes while reading
6. Silently reading individually
7. Taking turns reading and talking abut the passage with a partner, in a group, or with the class
After Reading:
1. Apply contents to a related situation
2. Complete and assessment
3. Discuss what you read and learned with a partner, in a group, or as a class
4. Summarize or paraphrase the passage
5. Create concrete displays, dramatic responses, or visual and artistic responses
6. Write about what you learned (Moore, et al., 2011, p. 99-100).

# data[].attributes.body
After you have decided what students need to learn, how you will engage them, what background knowledge needs to be built, you need to design a group task that students can complete during and after reading.

# data[].attributes.body
Students do not all come to the classroom with the same background knowledge. It is imperative when students lack knowledge about a topic that we plan appropriate supports to build their background knowledge.

# data[].attributes.attachment_link.title
How Does Students' Prior Knowledge Affect Their Learning

# data[].attributes.body
When an educator is planning comprehension scaffolds consider the following:
1. Choose what material to use
2. Determine what everyone needs to learn
3. Decide how to engage students with the reading. Pique their interest with such things as real-world observing/participating, preview passages, brainstorm, create analogies, and arouse curiousity.

# data[].attributes.body
Study guides consist of teacher created questions or statements that guide students' reading. Moore et al. (2011) states that two appealing study guides are:
1. Point-of-view  reading guides engage readers by making their reactions the central focus of questions.
2. Interactive reading guides ensure interaction among students with activities that are done by individuals, pairs, small groups, and the entire class (p. 93).

# data[].attributes.body
Alias, A. K. (Director). (2011, January 15). How Does Students' Prior Knowledge  Affect Their Learning [Video file]. Retrieved June 03, 2017, from https://www.youtube.com/watch?v=sKVFoljm3As
The Balanced Literacy Diet. (2011, November 26). Before, During, and After Questions: Promoting Reading Comprehension and Critical Thinking. Retrieved June 03, 2017, from https://www.youtube.com/watch?v=Sd1FlXxpVIw
Moore, D. W., Moore S. A., Cunningham J. W., and Cunningham, P. M.  (2011). Developing readers and writers in the content areas K-12 (6th ed.). Boston,   MA: Pearson
Supporting students. (2016, March 12). How Do I Pick a Book at the Right Level for My Child? (Five Finger Rule and More) [Video file]. Retrieved June 03, 2017, from https://www.youtube.com/watch?v=6C4qkXQH1Sw

# data[].attributes.body
This video provides ideas and suggestions on how to determine individual instructional levels for reading and choosing books.

# data[].attributes.attachment_link.title
How Do I Pick a Book at the Right Level for My Child? (Five Finger Rule and More)

# data[].attributes.body
Educators need to present a range of reading materials so that some are within their students's instructional reading levels - their zones of proximal development - where most effective instruction occurs (Moore, et al., 2011, p. 92).

# data[].attributes.body
1. Comprehension is effortless and automatic because the reading material is familiar and well known to the student.
2. Students retell about 95% of the key ideas and information.
3. Oral reading flows easily and students miscall no more than 5% of the words.
4. As long as the work is engaging they will complete tasks with little to no trouble (Moore, et al., 2011, p. 92).

# data[].attributes.body
1. Students will retell about three-quarters of the key ideas and information.
2. Their oral reading flows easily and they will miscall no more than 10% of the words.
3. They will remain on task and successfully work through any difficulties they encounter.
4. Instructional text is one that students best understand and remember when they have the appropriate supports in place (Moore, et al., 2011, p. 92).

# data[].attributes.body
1. Occurs when passages are challenging
2. Students only retell about half of the key ideas and information.
3. Oral reading will be choppy and halting, they will miscall more than 10% of the words.
4. Students will exhibit signs of frustration such as scowling, fidgeting, and sighing.
5. They might avoid the task.
6. Students might gain partial knowledge of the passage, but it would take too long to actually be productive (Moore, et al., 2011, p. 91).

# data[].attributes.body
There are three levels of reader-text matches that educators have identified to help inform their instructional decisions: frustration, instructional, and independent.

# data[].attributes.body
"Comprehension is automatic when reading about topics for which you have adequate background, know most of the appropriate vocabulary, and understand enough to sort out important trivial information" (Moore, Moore, Cunningham, & Cunningham, 2011, p. 90). When a student does not have knowledge about what they are learning or their knowledge is limited on the topic teachers need to plan levels of comprehension support.