I read “Chapter 8: Facilitating Students’ Comprehension” in Gail E. Thompkins’ book. Thompkins relates how people comprehend with their knowledge about reader and text factors. Through her explanation of comprehension it gave me some insight about my own comprehension process. When reading a book I first examine the cover and first few pages for what genre I am reading. This allows me to predict the type and structure of story I am going to be reading, so I can better identify big ideas. While I am reading text, I look up any vocabulary words that I cannot figure out by using context clue. I think vocabulary is very important while reading because by missing the meaning of a few words can change the author’s main ideas. When I was in elementary I think my lack of vocabulary caused many of my difficulties in my reading comprehension. During my freshman year of high school we had to take an increasing vocabulary class, then I realized how much easier it was to comprehend difficult text when I understood all the words used. I also agree with Thompkins that when text structure is organized and easy to follow it is a lot easier to comprehend. I think this also is true when listening to people speak; if someone tells a story in chronological order you can easily see the main ideas, but if they just tell you the same facts randomly it is hard to understand the point of their story. Other text structures that help make logical sense include comparison, cause and effect, description, sequence, and problem and solution. Thompkins also discussed literary devices. I think by understanding these literacy devices allows one to comprehend better. For example if a student did not understand what personification was and the text said, “the rock was distressed” they would be confused how a rock had emotion. Imagery, another literacy device, can also really contribute to one’s comprehension because it allows one to picture the text.
I am placed in a kindergarten classroom where I see them often creating and developing their comprehension process. They cannot read yet, but I see them trying to comprehend the stories the teacher reads during their literacy lessons. They ask a lot of question to try to make sense out of what was read to them. They also use the illustrations as clues of the main ideas. During the literacy lessons, the teacher is usually focused almost completely on classroom management that she is not able to teach much literacy. It is interesting to watch these children struggle to comprehend since it comes so naturally to me now. I try to look at my past when I used to struggle with comprehension and use the texts we have been discussing to find strategies to help them learn. During the students free time at the beginning of the day I read to small group and try to ask questions and have them make predictions. I am hoping this helps develop their comprehension strategies.
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I too usually inspect a book before I really get into it. It is usually how I determine if I am going to read teh book at all. I am kind of bad with the vocabulary thing. I often don't end up looking up words I don't know, but just try and figure it out using context clues. Do you ever use any other type of method to try a gain meaning of the words?
I had spelling and vocabulary for all eight years of elementary school, so I was supposed to have a good vocabulary. I think some of it stuck, but I can never be too certain sometimes. I know that in my own classroom, I will make sure that vocabulary is given as well as spelling lists. I think it really makes a difference. Since this was something you would have liked to have changed in your own education is this something that you have thought about for your own classroom? How will your classroom be different from the one you were in? Are there any other factors that contributed?
Dear Jess,
I found your description of comprehension in the field interesting; I've done a lot of work with preschoolers and I know how challenging early childhood work can be.
I am curious to know what types of texts your teacher reads; you made a great point that certain types of texts are easier to understand due to cause and effect, sequence, etc. I feel that it is often easier to see these types of texts within non-fiction; does your teacher read any non-fiction to the kids? Also, do the students ask questions that could be categorized as a question on problem-solution or a comparison question? It would be very interesting to analyze the types of questions that they ask in your participation log, so that you are able to track their progress.
I also think that comprehension can be achieved despite the difficulties of behavior management. When I taught preschoolers, my strategies often centered around using the louder or more rambunctious children in my lesson (ex) having them come in front of the class and help me; giving them individual responsibility did help. I also found that making up actions to go along with the text greatly facilitated comprehension and memory. Hope these suggestions help :)
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