Teaching comprehension. Prior to reading this article, I was in the dark regarding strategies used to strengthen comprehension. I have come in contact with my fair share of texts that were difficult to comprehend. I simply reread. However, if I am studying, I will highlight anything that I think I will need to pay special attention to when I reread. Oft in times, I have even put down the reading piece until I can approach it with a fresh approach. But how do you teach this to 4K students?
Considering that very few of my students are able to read, I employ many of these strategies during read alouds in an attempt to model comprehension strategies. The most consistent, though may have to be rereading and surveying. Not only do I read the same book several times each week (or sometimes several times in a day), I also do a quick flip through of the book, allowing students to see various parts of the story before I actually begin reading. This is beneficial since all of the books that are read to the students are illustrated. It gives them a good visual and allows them to read the pictures to predict what may happen. When rereading, I often turn the book at various parts of the story so that the pages are facing me rather than them while I ask, "What do you think happens next?" Although, I use these strategies on a daily basis, because I am teaching 4 year olds I never really considered these to be comprehension strategies.
In addition, this chapter has forced me to take a closer look at my own strategies. Perhaps I too will begin scanning ahead or doing a flip through or two.
Learning more about the reading process has made me much, much more aware of my own reading process--ironic! You are doing a marvelous job modeling comprehension strategies with your students. I love how you are reflecting critically on the complexity of comprehension--it is not as simple as "re-reading"! Frank Smith's definition of comprehension has really stuck with me: it's when all of your questions as a reader have been answered. What a great reminder that it is our job as readers to think and to question--and, therefore, to comprehend!
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