Y: In order to become a proficient reader, you must be able to self-correct and fix comprehension problems as you read and have a goal in mind: understand the larger meaning of a text. Unfortunately, many of our students do not develop this skill. They don't realize there is a meaning to them understanding what they are reading. Most students are just frustrated with the fact they HAVE to read, especially poor readers. They spend most of their reading time concentrating on decoding words in sentences, forgetting that there is meaning. A strategy I use in teaching reading comprehension is to ask the students questions such as: Who, What, When, Why, Where, How questions. Also, asking inference-level questions about things that were implied but not directly stated in text. We want the students to be able to bring their own knowledge into the text. A really good way to do this is finding out what the readers interests are.
Reading is an integrated process of many words, sentences, and text level strategies. This kind of meaning construction involves a variety of cognitive, emotional, personal, and social skills.
All readers perform and learn at different levels and learning styles. Finding out which style your student responds to best, is a good place to start in developing a proficient reader.
Michelle
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Wilma
I am aware that in most resource classes you definitely know what learning style each student uses to learn. Wouldn't it be great if all teachers were able to state what learning style each student uses to learn. This is something each teacher needs to work on if he/she is not doing it already.
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