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I plan to improve my instruction so that my students will be more engaged with the text/books so that they have better and deeper comprehension when reading.

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Article #2: Core Six: Reading for Meaning  By:  Harvey F. Silver, R. Thomas Dewing and Matthew J. Perini

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Article #2: Core Six: Reading for Meaning  By:  Harvey F. Silver, R. Thomas Dewing and Matthew J. Perini

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Reading for Meaning is a strategy that is a research-based strategy that can help readers better comprehend challenging text.
Some strategies:
•Preview and predict before reading.
•Actively search for relevant information during reading.
•Reflecting on learning after reading.

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Designating the MVP: Facilitating Classroom Discussion About Texts
Most children know what an MVP player of a sport is but do they know what an MVP of a text is?  MVP is a strategy to teach deeper comprehension thinking and talk.  "The teaching tip in this article adapts this traditional concept of an MVP into an analytical strategy which, in this case,  stands for the most valuable phrase within a text."  (Strom,  2014)

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EDU 501--Designating the MVP_ Facilitating Classroom Discussion About Texts _ Reading Rockets

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Article #4:  The Art and Science of Teaching/Summarizing to Comprehend

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Article #4:  The Art and Science of Teaching/Summarizing to Comprehend

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By:  Robert J. Marzano

In this article,  Robert Marzano shares strategies to assist deeper comprehension.  One way to improve your comprehension is to summarize with the emphasis of text structure of what you have read.  This article "recognizes the structures inherent in a text".  Teaching these structure of text will aid in my student's comprehension.

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EDU 501- Educational Leadership_Reading to Learn_Summarizing to Comprehend

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Article #5: New Horizons in Comprehension

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Article #5: New Horizons in Comprehension

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By:  Ellin Oliver Keene

In this article, Ellin Keene discusses going "beyond making superficial use of comprehension strategies". Comprehension needs to be taught not just assessed. "Helping students become better readers, we must think aloud about our own comprehension processes and give students tools they can use in new reading situations." It provides a certain push to think differently about the teaching of comprehension. Providing students with think times, probing beyond students' initial response, and considering the outcomes of comprehension strategies.

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EDU 501--Educational Leadership_Reading to Learn_New Horizons in Comprehension

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Article #1: Common Types of Reading Problems and How to Help Children Who Have Them By:  Louise Spear-Swerling

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Article #1: Common Types of Reading Problems and How to Help Children Who Have Them By:  Louise Spear-Swerling

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In this article,  they speak about the three types of reading problems; specific word-reading difficulties (SWRD),  specific reading comprehension difficulties (SRCD), and mixed reading difficulties (MRD). "This study suggests differentiating classroom reading instruction according to individual children's word recognition needs and comprehension needs can be beneficial" (Spear-Swerling, 2015, pg. 515)
The primary teacher could differentiated instruction through small flexible groups. One group could teach explicit phonics instruction focused on syllabication and decoding two syllable and mulit-syllable words for the SWRD group and SRCD group could focus on additional instruction on vocabulary and background knowledge.

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EDU 501- (Article) Common Types of Reading Problems and How to help Children who have them

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I Can Create Mental Images to Retell and Infer Big Ideas
By:  Debbie Miller

Debbie Miller is the author of Reading for Meaning (2002) and has been a well known researcher of reading.  In this article she mentions the gradual release way of teaching and that now she may even "begin a study by asking students to "try it on their own" rather than instruct them with lengthy mini lessons."  Miller feels that if the readers actual do the reading you can observe what they can do which will alter what you may teach them.  Learning should be more content driven during our teaching units not just strategies but using the strategies to drive the learning within the content.

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EDU 501- Debbie Miller article- I can creat mental images to retell and infer BIG ideas

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Using Read-Alouds to Help Struggling Readers Access and  Comprehend Complex,  Informational Text
By:  Lana Edwards Santoro, Scott K. Baker, Hank Fien, Jean Louise M. Smith, and David J. Chard

The article mentions that informational text read-alouds should be introduced in primary grades due to it's complex structure.  Non-fiction texts aids in "growth in vocabulary,  language,  knowledge acquisition, and thinking- that is, in areas increasingly referred to as deep comprehension.  This article provides a framework for read-alouds and vaocabulary instruction which are two ways that reinforce deeper comprehension.

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EDU 501- (Lana Edwards Santoro) Using Read-Alouds to Help Struggling Readers Access & Comprehend Complex, Informational Text

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Every Child, Every Day
By: Richard Allington
Rachael E. Gabriel

This article  talks about teachers need to make decisions about literacy instruction that provides support for successful readers.  Classrooms should provide these six elements of instruction into their classrooms. The six elements are children should choose their book to read, read the book accurately,  able to understand the book, every child should write about something personally meaningful to them, shares about reading and writing with peers,  and every child needs to listen to a fluent adult read aloud.  These things matter to a successful literacy filled classroom.

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Strategies That Promote Comprehension
By: Texas Education Agency

This article promotes several strategies that support comprehension instruction before, during and after reading at several different levels.

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EDU 501 article- Strategies that Promote Comprehension _ Reading Rockets

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Reading Through a Disciplinary Lens
By: Connie Juel, Heather Hebard,  Julie Park Haubner and Meredith Moran

In this article,  they discuss the importance of looking at a text through disciplinary lens of science, writing, and/or history.  When a text is read you read it like a scientist or a writer or a historian.  This creates a flexible way for student thinking through multiple sources of information. Creating these lens leads to stronger understanding which results in deeper comprehension.

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EDU 501--Educational Leadership_Reading to Learn_Reading Through a Disciplinary Lens