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Article - Reading Comprehension - What Every Teacher Needs to Know (McLaughlin, M. 2012)

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It’s not easy to master

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I can’t comment yet because my students have not done comprehension yet

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I am not sure of the three steps on planning effective think-alouds

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The 7 Principles that teachers need to know about Reading Comprehension

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I found the 7 Principles about Reading Comprehension very enlightening as it provided a good checklist for us to base our teaching on. I feel that Principle 4 is rather challenging when it comes to the reluctant readers.

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My students in P6 do not read the texts carefully. Thus they are unable to fully comprehend them and this is reflected in the answers that they give.

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There is a close link between fostering the development and use of vocabulary and reading comprehension. How can we enthuse the students in the picking up of the former?

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I agree with the author that Think- aloud are a complex skill to master 

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I agree with the author that Think- aloud are a complex skill to master 

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My key takeaway:
Encourage Students to Use Multiple Modes of Representing Thinking.
- We typically use oral and written responses in the classroom. It will be good to have other modes of response such as sketching, dramatizing, singing and "hands-on" activities such as creating projects. This is because we do not all learn in the same way or method.

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My key-takeaway:
Think-Aloud Blank Chart is very useful to identify exactly what we will say to model our comprehension and metacognitive strategies.

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I am currently teaching P1 students. I observe that some of my students are still not reading fluently, thus not able to decode the meaning of the text given. As a result, they cannot understand the text in its entirety, thus not able to answer the comprehensions questions that follows.

As for other students who are fluent readers, they are struggling with understanding the comprehension questions. As a result, they also wrote the wrong answers.

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The article says students benefit from engaging daily with multiple types and levels of text. Is this possible with the younger learners such as the P1s? Since they are in the stage of trying to learn how to read and know the meanings of the words read.

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I learn that teachers need to deliberately teach students the 8 comprehension strategies.  The think-Aloud-blank chart is a very good organiser for teachers to plan a manageable number of stopping points to model thinking aloud as we read a passage.        (Elizabeth)              

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I learn that teachers need to deliberately teach students the 8 comprehension strategies.  The think-Aloud-blank chart is a very good organiser for teachers to plan a manageable number of stopping points to model thinking aloud as we read a passage.        (Elizabeth)              

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My students are not 'thinking deeply' about what they read. Some are not able to construct meaning in what they read. I need to model the think aloud as  I go through the text with them. ( I see similiarity in the way we do supported reading when using the stellar text.)  (Elizabeth)

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My students are not 'thinking deeply' about what they read. Some are not able to construct meaning in what they read. I need to model the think aloud as  I go through the text with them. ( I see similiarity in the way we do supported reading when using the stellar text.)  (Elizabeth)

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As we model the think-aloud in class with students while we do guided comprehension in class, do we need to point out explicitly to students that we are using a particular comprehension strategy? (Elizabeth)

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As we model the think-aloud in class with students while we do guided comprehension in class, do we need to point out explicitly to students that we are using a particular comprehension strategy? (Elizabeth)

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Article on Improving Think-Aloud Quality

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Article on Improving Think-Aloud Quality

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Teacher modelling is an effective way to teach reading comprehension. Think-alouds is an effective instructional too.

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Some of my P1 students are still not able to read the whole passage hence it affects their understanding of the passage and questions.

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Focused on vocabulary. My students will continue to build up their vocabulary and record them in their vocabulary notebooks. Hopefully, this will improve the students' reading ability and comprehension skills.

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Focused on vocabulary. My students will continue to build up their vocabulary and record them in their vocabulary notebooks. Hopefully, this will improve the students' reading ability and comprehension skills.

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Some parents are not reading with their children. They are not putting enough effort to encourage and support their children in reading. I will speak to such parents during the coming PCTC and hopefully convince them to do better.

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Some parents are not reading with their children. They are not putting enough effort to encourage and support their children in reading. I will speak to such parents during the coming PCTC and hopefully convince them to do better.

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Success in reading comprehension requires a multi-pronged approach. As such, the team has decided that we will foster the development and use of vocabulary,  be an influential teacher, motivating and engaging students and teaching reading comprehension strategies. By adopting a well-rounded approach, we think that the students will have a higher chance of doing well in reading comprehension.

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Students are not sufficiently enthused about reading and this will have long term effects on their language acquisition skills. It is imperative that the students learn to love the language.

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I will model silent reading before the start of an EL lesson at least once a week to 4I class and share with them snippets of what I read. Students will have a vocabulary word bank book to foster the development and use of vocabulary. Students are to note new words that they read and want to learn in the word bank book. Hopefully, this will help students improve in reading comprehension. (Elizabeth)

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I will model silent reading before the start of an EL lesson at least once a week to 4I class and share with them snippets of what I read. Students will have a vocabulary word bank book to foster the development and use of vocabulary. Students are to note new words that they read and want to learn in the word bank book. Hopefully, this will help students improve in reading comprehension. (Elizabeth)

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Elizabeth

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Students are not making annotations on the reading comprehension texts. I will continue to guide them in class, with focus on the teacher think alouds, (to do annotations on the comprehension text). Hope this will encourage students to do their independent think alouds and annotate as they read comprehension texts. (Elizabeth) 

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Students are not making annotations on the reading comprehension texts. I will continue to guide them in class, with focus on the teacher think alouds, (to do annotations on the comprehension text). Hope this will encourage students to do their independent think alouds and annotate as they read comprehension texts. (Elizabeth) 