Changing Comprehension Instruction: Beyond Strategies

Reading Teacher
Comprehension instruction: Beyond strategies
Rayven Coleman
CIR 407
University of Southern Mississippi

Changing Comprehension Instruction Teachers on the RTEACHER listserv formed discussions that led them to evaluate and alter their comprehension construction. While doing discussions, they came to realize that strategies being taught were not being applied appropriately. Some students were using the strategies thoughtfully, while others were using them carelessly. This led them to look further into comprehension instruction and question why we teach comprehension instruction (Vilaume & Brabham, 2002).
Why Do We Teach Comprehension Strategies? First and foremost, comprehension strategies aren’t taught just because

Students need to have a clear understanding of what it means to be a skillful reader. In explicit instruction, a lot of modelling is involved but this isn’t enough. Along with guided practice, students need teachers who can clarify and correct confusion that may arise. In doing so, teachers need to know exactly where their students stand when it comes to understood and misunderstood strategies (Vilaume & Brabham, 2002).
Explicit instruction uses both the outside in and inside out approach. Working from the outside in allows students to think in active rather than passive ways. In contrast, working from the inside out allows more critical thinking and students learn from personal reading experiences. Using both approaches help students develop strategies and other aspects of a skillful reader (Vilaume & Brabham, 2002).
Systematic

We want there to be a balance. When used appropriately a students’ awareness of what they do as they read can be elevated (Vilaume & Brabham, 2002).
The Ongoing Challenge
Teachers must teach with a purpose. If we want students to be empowered by reading, we must be empowering teachers who will go above and beyond to reach students’ needs, no matter the cost (Vilaume & Brabham, 2002).
Summary
Comprehension instruction is important to help students become more skillful readers and show them how reading can have an empowering impact on their lives. Comprehension instruction should involve a balance of explicit and systematic instruction, using the inside out and outside in approach. Comprehension instruction should lead students to think in active ways that are beneficial too them, should not be overemphasized, and taught with a purpose (Vilaume & Brabham, 2002).