# data[].attributes.attachment_link.title
Kindergarten and First Grade Reading Comprehension Strategies Curriculum

# data[].attributes.headline
Guided Reading: The Romance and the RealityIrene C. Fountas and Gay Su Pinnell (2013)

# data[].attributes.subject
Guided Reading: The Romance and the RealityIrene C. Fountas and Gay Su Pinnell (2013)

# data[].attributes.body
| The practice of guided reading may appear simple, yet it is not simply to understand a single text. The goal of guided reading is to help students build their reading power—to build a network of strategic actions for processing texts. (p.271)
|

# data[].attributes.headline
Assisted Reading- A Bridge from Fluency to Comprehension Rasinski, T., & Young, C. (2014)

# data[].attributes.subject
Assisted Reading- A Bridge from Fluency to Comprehension Rasinski, T., & Young, C. (2014)

# data[].attributes.body
"The goal of reading instruction is to read meaningfully, fluently, and independently. " (p.2

# data[].attributes.body
Spear- Swerling (2016)
Common Types of Reading Problems and How to Help Children Who Have Them
“Differentiating classroom instruction according to different patterns...may improve children’s reading outcomes.”  (p. 513)

# data[].attributes.body
-strategies may work for some students and not others
-Have to look at all the pros and cons to guided reading and its benefits to reading comprehension
- Language barriers of my Hebrew speaking students

# data[].attributes.attachment_link.readable_text
Adapted from Adler, C.R. (Ed). 2001. Put Reading First: The Research Building Blocks for Teaching Children to Read, pp. 49-54. National Institute for Literacy. Retrieved Nov. 1, 2007, from http://www.nifl.gov/partnershipforreading/publications/reading_first1text.html.

# data[].attributes.attachment_link.title
Seven Strategies to Teach Students Text Comprehension

# data[].attributes.attachment_link.description
Comprehension strategies are conscious plans - sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. These seven strategies have research-based evidence for improving text comprehension.

# data[].attributes.attachment_link.readable_text
Students with learning disabilities in reading or dyslexia often have difficulty comprehending text in books and other reading material that is written at their grade levels. This can occur for several possible reasons. First, the material may be written at a level that is beyond their current independent reading skill level. Second, they may have limited prior knowledge about the content being read or have limited vocabulary knowledge. This can lead to confusion during reading and in a class discussion about what is being read. Third, they may not be aware of how the reading material is structured as in the elements of story structure, the organization of the material in a textbook, or the characteristics of the genre of literature being read. Fourth, ​the meaning of sentences and passages may become lost as the reader struggles with the mechanics of reading. This leads to difficulty remembering what was read. Fifth, they may have difficulty determining what information is important in written passages.

Effectively addressing these factors affecting comprehension may require the use of various strategies. It is important to remember that students with learning disabilities and dyslexia usually have average to above average ability to comprehend material that is read to them or spoken to them. This means that struggling readers may benefit from opportunities to listen to skilled readers reading aloud or using recorded text, audiobooks, and text-to-speech software. Buddy readers can also be a helpful way to enable struggling readers to access grade level content and minimize the impact of their disability on their learning. It is also important to know that struggling readers may be embarrassed by reading material that is obviously different from what is being read by other students in a classroom. When possible, provide high-interest, low reading level texts where the content is grade level but the reading is at a lower level as opposed to simply using material that is written for a lower grade level reader.

Lower grade level reading material may be perceived as "babyish" by the struggling student and his peers.

There are many strategies to use to improve reading comprehension in struggling readers. It is always best to discuss your concerns about your child's comprehension with his teacher to get ideas on how to help at home. By using the same strategies your child's teacher is using, you will ensure consistency that will benefit your child. Examples of common strategies used in classrooms include:

KWL (sometimes called "cool method") - This is an activity that teaches students to think about how they are reading and what they are reading before, during, and after the reading task. See examples of KWL reading charts. The KWL chart is a worksheet with three columns. The K column is for the student to record what is already known about the subject. The W column is for recording what the child wants to know about the subject, and the third L column is for what the child actually learned from reading the passage.

Summarizing is an activity where the student thinks about what she has read. In summarizing, the student is asked to identify the main idea of a written passage. Summarizing can be done verbally by having the child explain orally what a passage was about. It can also be done in written paragraph form or on a graphic organizer. The most important aspect of summarizing is to ensure the child can identify who or what the passage is about and the main idea.

Reading journals are a way for the student to write down their feelings and questions about what they read. They may be given a prompt by the teacher such as "Explain how this story relates to your own experience."

The PQ3R method is a good way of improving comprehension as well as recall about what was read.

# data[].attributes.attachment_link.description
Students with learning disabilities in reading or dyslexia often have difficulty comprehending text in books and other reading material that is written at their grade levels. This can occur for several possible reasons. First, the material may be written at a level that is beyond their current independent reading skill level.

# data[].attributes.attachment_link.readable_text
Guided reading involves the decoding and interpretation of a text.

Guided reading is concerned with the teaching of reading; it is not just about hearing children read. There should be a specific focus and learning objective for the reading session. Guided reading includes not only the decoding of a text, but also the understanding and interpreting of that text. Students should engage with the text, critically evaluating it and reflecting on their responses to it, bringing prior knowledge to their understanding of the text. In guided reading, students develop the skills of inference, deduction, justification and evaluation.

How Guided Reading Works

Children read independently in guided reading sessions.

In guided reading, children are grouped according to ability and should be given books suited to that reading ability. The teacher uses multiple copies of the text, having her own copy and each individual in the group having a copy. Children then read independently; not in unison or taking turns. After a certain point the teacher returns to the text and focuses on a specific teaching point. For younger readers this is likely to be focused on teaching children the use of various reading strategies; for older readers this teaching point will probably focus on analyzing and exploring the text.

Advantages of Guided Reading

Guided reading has many advantages. It enables a teacher to spend some focused time with individual students allowing him to see how a student's reading is progressing and what areas need developing. Guided reading helps students to develop strategies to improve their reading and helps them to become independent readers while at the same time providing help and support from the teacher if needed. Guided reading also provides an opportunity for students to engage in dialogue analysis; they have an opportunity to discuss a text with others, communicating their own ideas and learning from the knowledge and ideas of other students in the group.

Another advantage is that students are placed in a group with others of a similar ability. This helps to take some of the stress out of reading and can build confidence, increasing a student's motivation to read.

Disadvantages of Guided Reading

Although grouping children according to their ability has its advantages, there is a negative aspect to this. Children develop at different rates and it is unlikely that every child in the group will be at exactly the same stage so a teacher may have to make compromises and place a child in a group with the best fit, which may not always be ideal. Time constraints can also have a detrimental effect on guided reading; it is important to allocate sufficient time to ensure that all students have sufficient individual attention during the session. This can cause another problem; while the teacher is working with the allocated group it is essential that other students are also working productively. This can be a difficult aspect of guided reading to manage. Also, the reading must serve a purpose. If the learning objective is not clear, the session will not have fulfilled its objective.

Implications for Classroom Practice

Guided reading gives students the opportunity to read independently.

In order to ensure that the benefits of guided reading are not undermined by the disadvantages, it is important that the sessions are well organized, focused and resourced. Ensure that guided reading sessions are not used as a time for group reading. The point is not for children to read in turn, but to read individually. Make sure that there is a clear, focused learning objective and that the session is geared towards this objective.

Be flexible when grouping individual students and allow fluidity from one group to another. Choose appropriate texts and allow time to discuss the text. Make sure students not in the group reading with you have appropriate tasks to complete; if possible use an adult helper to ensure that the rest of the class is occupied constructively, allowing you to focus on your guided reading group.

Pixland/Pixland/Getty Images

# data[].attributes.attachment_link.title
What Are the Advantages & Disadvantages of Guided Reading? | Synonym

# data[].attributes.attachment_link.description
Guided reading involves the decoding and interpretation of a text. Guided reading is concerned with the teaching of reading; it is not just about hearing children read. There should be a specific focus and learning objective for the reading session. Guided reading includes not only the decoding of a text, but also the understanding and interpreting of that text.

# data[].attributes.body
I have students in the classroom whose first language is hebrew.
-How do I help this students with reading and reading comprehension?
- Do I need consent from parents if I am trying new approaches to reading comprehension?
-How will I collect data on reading comprehension?
-What assessments are the best to measure reading comprehension and fluency?
-What are the best practices to teach reading comprehension?
-Students are coming into first grade below grade level due to no reading prep in kindergarten

# data[].attributes.headline
Annotated bibliography of possible resources:

# data[].attributes.subject
Annotated bibliography of possible resources:

# data[].attributes.body
Students have difficulty with:
-Summarizing a story
-identifying the main idea and supporting it with details.
-comparing and contrasting
-making connections
-authors purpose

# data[].attributes.headline
Potential Problem to Research:  Students are struggling to read for meaning (reading comprehension). 

# data[].attributes.subject
Potential Problem to Research:  Students are struggling to read for meaning (reading comprehension). 