Strategies Facilitating Comprehension of Texts
Development of a good comprehension follows a series of tasks and it calls for development of strategies of reading. These strategies must be acquired by a child when in early classes since no good writing can be obtained without the person having all the reading skills to understand passages and comprehensive articles. A teacher will have to teach all the students about the strategies and how they apply so that they can use the cognitive processes appropriately.
Having knowledge about comprehension of texts is very important to every one hence there is a significant importance of doing a research on the strategies which apply to the children. Our topic focuses on a very important aspect which we must all develop with the stages of development with the Vygotsky theory of development playing a major role.
Reading strategies can be defined as the use of print knowledge such as using letter sound correspondence and other visual cues, self correcting, rereading, using syntax and word analogues. As children move toward conventional reading, they synthesize knowledge and skills and begin objectivity written language (Sulzby & Teale, 1991).
When reading a text, the student should understand what is contained in the text by having knowledge of analysis which must be developed by the teacher or the parent during the early ages. This is seen since as children consciously use alphabet knowledge to decode words in their construction of meaning, they combine English orthography and reading strategies in a metacognitive way.
A variation in school structure, curricula, teacher expectations and instructions contribute to the school failure of low socio-economic status. A natural research conducted has documented recently the value of constructivist-based early reading instruction and recommended phonics with the whole language (Steinberg 1998). The teachers in a school should be emphasis prior reading before the real class reading of the text.
You must keep in mind that as conventional readers further internalize print knowledge and the recalling processes, they are able to verbalize their comprehension strategies. The strategies through excellent reading include feedback, monitoring, recognizing new words and those already known, self correcting and rereading.
In contrast with the constructivist-based strategies, whole language class rooms reflected the whole idea that the children that children literacy skills and other important concepts and responses through their own engagement in reading and writing.
Alphabet knowledge is the best concept that a child should know when learning to read about articles. In a research carried on four children on different reading strategies, it showed the children strategies and stance within two contexts, it showed there was a controlled event that was imposed and so regularly occurring independent reading in the classroom. In another research (Sulzby 1985) it showed that past research documented a learning to read stage.
The research built on the literature provided the information on complexities emergent to conventional reading on two levels which were the children’s use of reading strategies and stance toward literacy. The complexities were made evident through careful comparisons of children who matched according to beginning school knowledge and reading development.
Intrinsic motivation is highly recommendable and desirable by teachers as it is one of the most useful class work strategies that should be used by teachers to motivate students in doing their work of reading technical journals and comprehensions. Student motivation helps the student mostly even if he is not good at some paper; you encourage him till you can witness improvement. Teachers should consider a serious research that includes both literacy skills and motivation related responses. (Oldfather &Dahl 1994)
Also for the primary grade teachers a development perspective also seems critical. There is no one method that causes all children to be developmentally similar and read at the highest reading level. Instruction can be improved by teachers if the teachers make their own instructional decisions on the basis of research.
Teachers should also give the student the strategy of development of inner control characterized in constructivist-based children defined as a self improving system whereby children use multiple sources of text information and then rewarded by the reading process (Clay 1991). He suggested that instructions of limited texts by teachers should be flexible enough like competent and proactive readers. The teacher should encourage self reliance and demonstrate the expectation that the children would take a positive stance towards literacy.
The key strategies which have been highlighted help the children in the reading comprehensively any passage or essay. He/she has the ability to judge through the skill of analysis which text essays are narratives, normal passages or poetic essays. The stages of development and there theories play major roles in the upbringing of a child into reading since can have the cognitive understanding and personality development through the constructivist-based strategy.
However it must be kept in mind that essay writing is a skill of art that develops with experience and that you will never develop the skill if you don’t practice your reading ability through the reading strategies and activities of reading.
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