Burst Through Reading Comprehension Barriers!

I'll never forget a student of mine, let's call him Jay, who could read words so well he could "read" at an eighth grade level in third grade.  The problem was that he couldn't understand a thing that was going on!  That's called "word calling" and isn't reading at all. Reading is understanding, so if the understanding isn't there, it isn't reading. Many times I have discovered that many students have variations of "word calling" that aren't as severe as Jay's, and have gotten away as being great readers because they sound like they know what they are doing. They may pick up just enough information to get by, but true understanding of what is going on in a story or article eludes them.

Comprehension can be greatly increased with three easy to use strategies that kids love, and give great results. Test taking time will tell the tale....comprehension, real comprehension, makes all the difference.

So, what are these strategies?

1. Draw a picture

Start out by asking students to draw a picture of an important part of a story you are reading aloud to the class.  I like to use dry-erase boards. If you want to read a blog on how to make them for just pennies apiece, check out: Make Dry Erase boards for pennies apiece
Share some of the pictures with the class, and ask students to explain why their picture shows an important part of the story.  Once you have done this a few times, ask students to draw a picture of a selection in the book they are reading independently, or at guided reading.  Ask them to tell, or write why the scene they have chosen to draw is important to the story.  Delve into the picture and ask why the student added details that are noted in the reading selection. Details such as how the character is dressed, or how she looks, or showing the setting all demonstrate understanding of details. Draw attention to the details the student has grasped, and used in the picture. Once targeted students can do this easily, move on to asking them to explain in words what is happening in a selection. If they still have difficulty, ask them to read the selection again, and then explain what is happening.

Why this works:  This strategy works because students who skip over details, are forced over time to search them out and use them in the picture. This is why a discussion of the pictures is vital. Students have to undestand that things they have mmissed in their reading are important. They can understand this when seeing that other students have used details from the story to add depth to their pictures.  Basically, this helps student reevaluate how he or she is currently reading.

2. Discuss with a friend

This can be done in two ways, either verbally or in writing. It is much easier to understand a text once it is discussed with someone. If written, it can be in the form of a book review or done as a reading critic. When using this strategy, I like to elicit from the students four or five things they should include in their discussion or written piece once the selection is read. If this is being done for a chapter in the middle of a book, for example, students might include what is going on in the selection, why is it happening, how are characters responding to what is going on and so on. I personally think it is important for students to have imput into this part of the assignment. It gives them "buy-in" and helps them focus on what is about to be read and discussed.

It's important to give students about ten minutes or so to discuss with each other what is going on in the selection, then turn it into a class discussion. During the class discussion students who have missed the point have the opportunity to reevaluate (again) what needs to be noted when reading.
To vary this strategy, ask students to discuss a slection with an imaginary friend, toy or whatever.  Younger kids may enjoy discussing their book with a rubber duckie (for example).

Why this works: Talking about what you know about a text can help clear up things that are confusing. It's a great way to work through lack of understanding.

3.  Stop: Summarize

Include in both oral reading to the class, guided reading and individual reading time to ask students to stop and summarize what is going on up to that point. For example, if you are reading to the class, stop at different points and ask a student volunteer to use one sentence to summarize what is going on.  You will need to have a mini-lesson beforehand to demonstrate how to get the main idea into one sentence, but it is an important skill for kids to have.  Stopping to summarize in a large group helps students who have gotten confused to get back on track again. It is important in a group to ask for volunteers to summarize, to get individual struggling students to summarize, go around privately during guided reading and ask students to summarize in a sentence what is going on. There's nothing more humiliating for a stuggling student than to be put on the spot. Once they feel more confident, he or shee will volunteer too.

Why this works: The more a student can re-contextualize the text in his or her own words, the better understanding will be. It also helps to "lock" the information read so far in their mind, so they can continue on with even greater understanding.

This will all take time. Comprehensiion doesn't come easy to many students. However, with practice and using these strategies over and over again, comprehension will increase not only for struggling students, but for good readers too!!

Want to read my six part blog series on guided reading instruction, plus get freebies?  Check out:

Searching for Guided Reading Materials
Don't Hide from Running Records
What are the other kids doing?
Creating a Guided Reading Schedult that Works
Here Comes Guuided Reading
Take a Closer Look at Guided Reading

Are you looking for a Guided Reading resource that walks you through the entire process, plus includes 100 guided reading worksheets for reading levels 1-5?  If so, click on the picture below!

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