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Scholarly Article Summary
An article by Muijselaar et al. (2017) focuses its attention on the correlation between reading strategies and reading comprehension. The paper describes a quantitative cohort study that aims at creating a linear regression model with reading comprehension as a dependent variable and reading strategies as the independent variable. The model controlled for reading fluency, vocabulary, and working memory.
In order to create the model, the researchers randomly selected 312 Dutch children from the beginning of fourth grade to the end of fifth grade. They measured all the variables using appropriate validated tools. After that, they created a complicated regression model that helped the researchers to arrive at a conclusion that there is a considerable correlation between reading comprehension and reading strategies after controlling for reading fluency, vocabulary, and working memory.
The results of the study are in line with previous research, as it supported the notion that there is a moderate correlation between knowing reading strategies and being able to comprehend the text. The results suggest that when learners face a difficult text, they can utilize reading strategies to understand its meaning. Thus, teaching students adequate learning strategies is associated with an increased ability to read challenging texts. At the same time, exposure to difficult texts encourages students to learn reading strategies. Therefore, a cross-lagged effect between reading strategies and reading comprehension was observed.
The study has several limitations that need to be understood to appreciate the significance of study. First, the study measured the knowledge of reading strategies rather than their utilization. This can explain the low effect of reading strategies on reading comprehension. Second, the sample size was rather small in comparison with the number of control variables included in the study. Therefore, additional research is required to address the problem with the generalizability of the findings. Finally, the study did not take into consideration higher-order skills, such as inference making. Therefore, the results of the research may be biased.
YouTube Video Critique. Modeling Close Reading of Short Texts
The video by McGraw-Hill PreK-12 (2014) provided significant insights into how a teacher can model close reading of a short text. First, the teacher allows the students to whisper the text to find places that are difficult to understand. When rereading the text for the first, the teacher provides students with note-taking forms that allow students to focus on what is essential in the text and structure their knowledge accordingly. The students also benefit from visualizing the central question they will need to answer when they have read the text. Whispering, instead of silent reading, is also crucial, as it helps the teacher to monitor the process and help the students to pronounce difficult words.
Second, the teacher decides to focus on places that were most difficult for students and provides guidance while rereading the text for the second time. The teacher asks questions and encourages students to look for answers supported by textual evidence. This is a definite strength as it helps to keep the focus on the text. Finally, the teacher allows students to work in pairs, which is also vital as it helps in modeling individual learning patterns.
The lesson, however, has some limitations as the teacher fails to address the textual side of comprehension. The close reading model would benefit from including analysis of characters, vocabulary, and feelings behind the words. Moreover, the lesson would benefit from the teacher having a clearer pronunciation.
Reflection
The material on reading comprehension reviewed in the present section was very helpful for gaining knowledge in this aspect of literacy learning. I came to understand the constructivist side and the textual side of reading comprehension and the importance of instructions for improving learner outcomes. While the constructivist side of comprehension was evident to me, I did not understand the importance of providing background information to readers, such as the biography of the author. I realized that analyzing settings, characters, plots, themes, tone, and other textual aspects increase the readers ability to comprehend the text. I will use this knowledge in my future classes.
The acquired knowledge was coherent with my literacy philosophy, as I believe that the majority of time should be dedicated to practicing the skills rather than acquiring theoretical knowledge. In the video by McGraw-Hill PreK-12 (2014), the teacher spends much time practicing close reading strategy rather than explaining it. The acquisition of reading skills is more important than knowledge of different reading strategies, which is confirmed by Muijselaar et al. (2017).
Technology can be used to improve the learning outcomes of reading comprehension. The students can be assigned to read texts on the computer, which will enhance their motivation for understanding the text, which is vital, according to Temple et al. (2018). At the same time, reading from the computer is associated with increased access to online resources that will help students to pronounce words correctly and find the meaning of unknown words. Reading can also become interactive when technology is used, as children can be encouraged to answer questions about the text on the computer, which will allow them to self-check their comprehension of the text. In summary, technology can be of great help in developing reading comprehension with the teacher.
References
Fairfax Network Fairfax County Public Schools. (2016). The power of literacy: Writing workshop. [Video file]. Web.
McGraw-Hill PreK-12. (2014). Complete lesson: Modeling close reading of short texts [Video file]. Web.
Muijselaar, M., Swart, N., Steenbeek-Planting, E., Droop, M., Verhoeven, L., & de Jong, P. (2017). Developmental Relations Between Reading Comprehension and Reading Strategies. Scientific Studies of Reading, 21(3), 194-209. Web.
Nordin, S. M. (2017). The best of two approaches: Process/genre-based approach to teaching writing. The English Teacher, 35 (11), 75-85.
Rockwood School District. (2015). Words their way: First-grade Day 1 of a sort [Video file]. Web.
Temple, C. A., Ogle, D., Crawford, A., Freppon, P., & Temple, C. (2018). All children read: Teaching for literacy in todays diverse classrooms (5th ed.). New York, NY: Pearson
Treiman, R. (2018). Teaching and learning spelling. Child Development Perspectives, 12(4), 235-239.
Ways, M. (2020). Best spelling software Review. Web.
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