SPD-560 Reading Comprehension- Strategies and Activities

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Apr 29, 2024

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Strategies for Teaching Reading Comprehension to Adolescent Students Part 1: Strategies Introduction: Reading comprehension is a crucial skill for adolescent students to develop, as it not only enhances their academic performance but also equips them with lifelong skills for success. This section will explore five strategies for teaching adolescent students with deficits in reading comprehension skills, along with the conditions under which these strategies can be effectively employed. 1. Activate Prior Knowledge: This strategy encourages students to connect their existing knowledge and experiences to the text they are about to read. By activating prior knowledge, students can build context and make meaningful connections, improving their overall comprehension. This strategy can be used across content areas, as it is adaptable to various subjects and texts. It requires minimal resources and is particularly beneficial for students with learning disabilities. 2. Graphic Organizers: Using graphic organizers, such as concept maps or story maps, helps students visualize and organize information from the text. This strategy enhances comprehension by providing a visual representation of the text's structure, key ideas, and relationships among concepts. Graphic organizers are versatile and can be used in any class setting, requiring only pencil and paper. They are especially beneficial for students with ADHD or executive functioning difficulties. 3. Reciprocal Teaching: Reciprocal teaching promotes active engagement and collaboration among students. This strategy involves the teacher and students taking turns acting as the discussion leader, focusing on predicting, clarifying, questioning, and summarizing the text. Reciprocal teaching is most effective within a small group setting, allowing for meaningful dialogue and peer interaction. It requires a text relevant to the students' interests and abilities and can benefit students with language and comprehension difficulties. 4. Close Reading: Close reading involves carefully and critically analyzing a text through multiple readings. This strategy encourages students to engage deeply with the text, examine its structure, language, and author's purpose. Close reading can be used in any subject area, requiring the text to be analyzed and annotated. It is appropriate for students who are ready for in-depth analysis and benefit students with autism spectrum disorders who may thrive with a structured approach to reading. 5. Scaffolding: Scaffolding involves providing temporary support to students as they develop their reading comprehension skills. This strategy includes pre-reading activities, explicit instruction, guided

practice, and gradual release of responsibility. Scaffolding can be implemented in a whole-class or small-group setting, depending on student needs. It requires instructional materials specific to the text and can benefit students with diverse learning needs by providing tailored support. Part 2: Activity Class Profile: - Students: Sarah, Michael, and Ahmed (8th grade) - Sarah: Average reading level, struggles with making connections between text and personal experiences - Michael: Below-average reading level, difficulty organizing and summarizing information - Ahmed: English language learner, limited vocabulary, and comprehension skills Text: "The Giver" by Lois Lowry Activities: 1. Activating Prior Knowledge: Before reading "The Giver," have students discuss dystopian societies they are familiar with, either from books, movies, or real-life examples. Then, have them make predictions about the themes and elements they expect to find in the novel. This activity will engage Sarah by connecting prior knowledge, aid Michael in organizing thoughts, and help Ahmed build vocabulary. 2. Graphic Organizer: Provide students with a story map graphic organizer to track the main events and character development as they read each chapter of "The Giver." The organizer will assist Sarah in visualizing the plot, support Michael in organizing information, and allow Ahmed to develop a better understanding of the story's structure. 3. Reciprocal Teaching: Divide the students into small groups and assign each group a chapter to read. After reading independently, have them take turns leading a discussion about their assigned chapter, focusing on predicting, clarifying, questioning, and summarizing. This activity will promote engagement and active participation, benefiting all three students by enhancing their comprehension skills. Part 3: Rationale The selected strategies and activities are specifically designed to address the needs and challenges of the identified students. By activating prior knowledge, students can form connections between their own experiences and the text, increasing comprehension. Graphic organizers aid in visualizing and organizing information, facilitating comprehension, and supporting students who struggle with organization. Reciprocal teaching encourages active engagement, collaboration, and the development of summarizing skills through discussion. These strategies and activities foster language development, critical thinking, and collaborative skills required for successful reading comprehension.

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