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Different Reading Strategies: a key to better comprehension

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  • Source A.
  • 5 years ago

Contributed by Mary Grace D. Bagtas – Teacher III, Pablo Roman National High School

 “The one who reads is the one who leads.” This maybe an old saying but this has been proven to be true a lot of times throughout history. The greatest men ever known are good readers. However, in these modern times, it seems that reading is one of the common problems faced by the youth.

Reading is a necessity, but the problem is: how can we make the youth of today be more inclined to reading considering the fact that they are more interested in their social media accounts and online games?

According to the father of reading, William Gray, reading is not just being able to pronounce the printed words; it is a four step process. The first is perception of word, then the comprehension of its meaning, next is to react to the meaning in terms of prior knowledge and lastly the integration of idea into one’s background of experience. Therefore if a reader does not undergo the four processes then what he is doing cannot be considered as reading.

Reading seems to be a big problem not only to students but also to us educators. Several cases show that some students who are already in college are non-readers or can read but could not comprehend. This problem seemed to roll out and is really bothering but we, teachers, should put a stop to this. And yes, we can do something

There are several strategies that could help our students to be good readers. We could apply these techniques to our teaching methods to bring out the best in of our students.

The first strategy is Monitoring Comprehension. We need to monitor our students’ comprehension for us to be aware of what they do understand and identify what they do not understand. After identifying those, we can now use appropriate strategies to resolve problems in comprehension.

Metacognition or “thinking about thinking” is also a good strategy. Good readers use metacognitive techniques and strategies to think about and have control over their reading. Before reading, students must first clarify their purpose for reading and preview the text. While reading, they may monitor and encounter their understanding and comprehension, adjust their reading speed to fit the difficulty of the text and eventually “fix” any comprehension problems they have. After reading, they should check their understanding of what they read, in this, way their reading skills could be improved.

Graphic and Semantic Organizers can also help students’ comprehension by allowing them to focus on the text structure. It could help to identify the differences between fiction and non- fiction as they read. It will also provide them with tools they can use to examine and show relationships in a text. Examples of Graphic Organizers are maps, webs, graphs, charts, frames and clusters.

Lastly Answering Questions is also effective because this gives students a purpose for reading and help students to focus on what they need to learn. Answering questions also gives the students an opportunity to think actively as they read and encourages them to monitor their comprehension.

There are many more teaching strategies that we can use to help our students in their reading, but whatever techniques we decide to use, the most important thing is for us teachers to love and be more dedicated to our chosen profession as well as to our students, simply because the students’ success in learning is still on our hands and a teacher can make or break a student.

 Reference:

http://www.readingrockets.org/

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