Students within all school systems excel when they Read, Read, Read! Teachers are continually looking for innovative ways to encourage students to read and build their reading, writing and vocabulary skills. Locating new ideas to enthuse students to read is a constant battle.
The use of advanced activities heighten reading comprehension. Promoting metacognition to enhance the student’s understanding of the difference between important and unimportant information within a reading assignment will help the student with reading comprehension. Metacognition helps the student to summarize appropriate inferences and allows the teacher to monitor a correct understanding of the material.
There are three categories of reading comprehension models – data-driven, conceptually driven and interactive. Data-driven models emphasize serial, word-by-word processing in which readers decipher the meaning of a text. The conceptually-driven model emphasizes the meaning of what is being read by the readers background knowledge. The interactive models use both data-driven and conceptually driven processes to help the student interact with the construction of meaning to the reading.
Vocabulary acquisition, a process that occurs naturally as students read, is a valuable resource. This happens in small increments but it helps the students learn the context of the words used within the reading. Contact with words during reading is a major source of vocabulary growth for the student. This proceeds at a phenomenal throughout the formal school years. The acquisition of vocabulary and word context is vital for all individuals. The effectiveness as vocabulary learners can be enhanced by the introduction of new words and teaching strategies for using context to figure out a word meaning.
Reading is the primary means of acquiring new and organized information. It is the key to learning about history and how things work. Schema theory provides a general backdrop for understanding reading comprehension. With this, the readers construct meaning from the text, their knowledge, and why they are reading the piece. Research on advance organizers, schema activation and metacognitive reading strategies all emphasize the importance of active, strategic approaches to reading.
Advance organizers are designed to help students tie new material to what they already know. Schema activation is a process whereby the students activate relevant knowledge prior to their reading. Readers can also acquire their own strategies with help from their teachers. This will improve their reading comprehension. This can be done individually or as an entire class.
A large body of research has concentrated on recall of reading content. This is done within all standardized tests. Two aspects of reading recall of reading content concentrate on the influence of signals in text and the effects of adjunct questions. The text signals focus reader’s attention on specific segments of the text and help them make reading more coherent. The effect of the adjunct questions (questions inserted in text) depends on the level of the questions and where they are placed. These questions are more useful if there are just a few higher-ordered questions rather than many simple questions.
Reading is the key to all students growth within the school system. Time needs to be spent on the development of the skills needed to make reading fun and an important part of daily life. If the skills are developed at an early age, it will be with the student for the rest of their lives.