Comprehension Strategy Integration

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Module Six RDG 583 Comprehension Strategy Integration December 8, 2010 Grand Canyon University Abstract Reading comprehension is an active process between the reader and the text. To help students comprehend information texts, strategies were developed to be used before, during, and after reading. Included in this paper is a discussion about these instructional strategies along with a description of nine selected strategies. A table depicts these strategies in place during the instruction of the topic: Earth’s Land and Water for a third grade classroom. Introduction “Reading comprehension is the act of constructing meaning from text. Reading comprehension requires an interaction between the text and the reader’s knowledge” (TRI, 2005). “When a ‘reader can (1) read the lines, (2) read between the lines, and (3) read beyond the lines,’ he or she experiences comprehension in its purest form” (GCU, 2005). “When readers are not able to handle difficult texts on their own, a teacher supports their efforts to make meaning by guiding their interactions with texts” (Vacca & Vacca, 2008, p.239). “The disconnect between text and reader is especially noticeable in content areas where readers must interact with highly specialized and technical language” (Vacca & Vacca, 2008, p. 348). For students to find success in a content area classroom, educators need to engage students in reading with the use of instructional strategies (Vacca & Vacca, 2008). Strategies used in content area classrooms vary with purpose. “What a teacher does before reading, during reading, and after reading (B-D-A) is crucial to active and purposeful reading” (Vacca & Vacca, 2008, p. 346). Before reading activities help students get ready to read by motivating the readers, activating prior knowledge, and introducing key vocabulary. Activating

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