Comprehension

Traditionally, comprehension has been tested, but it has not taught so that students retain their texts in the long-term. Comprehension, according to Gill, is affected by the reader, the text, and the situation. Readers meet text coming from different backgrounds, experiences, and moods which influence how they individually interpret meaning. Texts vary in their layout, content, complexities, and intent, and the situation or environment they are absorbed in and the purpose behind reading them. Gregory and Cahill provide that schemas, what readers already know that help them create bridges between their prior knowledge and the text, should be utilized and developed during comprehension instruction for young children. These connections are explained by the "Velcro Theory", which asserts that it is easier to remember text and information if we can attach it to information we already have in our heads.

A poster like this will help remind readers of the connections they should consider as they read. 

Just as it is when learning other subjects or skills, comprehension instruction should be more active and visible with young children. Visuals, repetition, reinforcements, and reminders (like the poster above) will help develop their ability to comprehend texts, which is essential to their success in later years of schooling. Activities, like the ones we participated in last week, will actively involve students with comprehension and connection skills.  

Which of the activities that we experienced last class do you think you would be most likely to use in your future classroom?