Orlando’s case is one
that can be very common but must be approached at first hand before problems
can progress. In helping Orlando
improve the strategies implemented are as follows: Predictions, Re-reading,
re-telling, Summarizing, and questioning. I have ordered it in these specific steps
to not only target certain domains but also keep track of persistence and expansion
through out the lessons.
One
of the first strategies implemented strategies formed in order to help children
obtain reading comprehension skills are making predictions. While a teacher
introduces the story, she can use not only the basic components of a title,
author and illustrator but also incorporate the cover, picture visuals and
colors. By using the images shown on the book first hand – teachers can begin
to form higher order thinking questions such as “what do you think this book is
going to be about?” or “What do you think is going to happen based on the title
of the book?”
Once
the child has expressed their perspectives and opinions, the teacher can then
introduce the story and also read a second time if needed. The second step in
re-reading stories allows for the child to pick up repetition skills as well as
alliteration. Using these exercises helps create awareness of initial letter
sounds, phonological awareness and letter recognition as well. In the article
Emerging Literacy, they state that the existence of memorable repeated language
or refrains and the presence of objects integral to the plot increase
engagement in interactive read aloud. Therefore, allowing the children to not
only interact but allow opportunity for re-telling the story.
In
allowing the child to retell a story it gives the teacher an opportunity to
record not only authentic assessments but also allows the child to create
connections. Rowe states that play and comprehension serve “as a supportive
environment through which multiple
Connections to books could be made.” Furthermore, in my
current curriculum of Tools of the Mind we too use visuals of three different
cards asking the children to make connections to another text, the world or
themselves. The most common connection is to the child because they can relate
to fantasy, fiction, fun and lively engaging animations and messages in a
story. This in turn connects with a summary because they are expressing
themselves verbally not only their understanding of the story but comparing a
similarity between the story and their own live.
Lastly,
the final strategy to further solidify and excel not only Orlando’s case but also any child’s
comprehension is HOT questions or higher order thinking questions. In using
play, props and visuals this increases the child’s verbal skills. The articles
states ''As the actor, a student must rely on developing verbal skills to
maintain and advance the play by speaking in character, suggesting actions, or
directing other players (Giffin, 1984)."
A primary example would be when children play
family, school or doctor. They change to their roles to those they see in the
outside role whether it be teacher, daughter, mother etc. The conversation they
progress and use is also absorbed from seeing their own families verbalize. This
is an opportunity to not only enhance play but also expand their vocabulary and
incorporate advanced language.
Creating
scenarios or graphic organizers that allow the children to visually see and
re-enact what happens in a story also helps implant further strategy for comprehension.
According to Vygotsky (1978) identified play activities as the center of young
students’ zones of proximal development, where new knowledge was gained through
social interactions with more competent players.
Below
I have used the book Goldilocks and the Three Bears to help Orlando in obtaining his reading comprehension.
First I took into consideration that he loves to draw. Incorporating a child’s
self interests is always a plus and secondly I incorporated repeated language
with an opportunity for him to show the actual image applied to the bowls,
chairs and beds. Lastly, I attached an actual visual so he could guess and
check his work. If he gets them all correct, positive praise and if now this
creates an opportunity to go back to the story and re tell it again.
