Reading Comprehension

Reading comprehension is a process not an end goal. Each student needs to make meaning before, during and after each literacy experience. One cannot be considered a proficient reader unless they are actively engaged, comprehending, and metacognitively aware. Our instruction needs to be built on ongoing assessment of each student and constructive feedback to each student. Initially we must explicitly teach and model how to make connections to self, to world and to text. Key comprehension strategies must be modeled and explicitly taught. Comprehension is an ongoing process. Before, during and after readers think about the purpose for reading. Carefully using these comprehension strategies students will learn to effectively question and evaluate, therefore building higher order, deeper understanding of texts. Critical literacy, also part of the before during and after reading process is crucial for student comprehension. The most important factor, of course, is the answer to the question, “Am I meeting the needs of all my students?” We cannot merely assume that they will just 'get it'. Comprehension needs to be explicitly modeled and taught, at increasingly complex levels, on an individual, as needed basis. Print and visual texts are available in various reading levels, and students must be offered choice each day. Also, we must build differentiation in our forms of assessment – choices about types of responses to reading. Our instruction needs to be prescriptive and proactive.