Conderman, G., and Hedin, L.R. (2010). Teaching Students to Comprehend Informational Text Through Rereading. Reading Teacher, 63(7), 556-565.
In this article, Conderman and Hedin explained that some students, especially struggling readers, fail to reread informational text and use fix-up strategies in order to build knowledge (2010). Furthermore, struggling readers may become discouraged when reading text that is too lengthy and difficult and also decreases the effectiveness of using strategies like rereading. For this reason, the authors of this article encouraged educators to use text that is relatively easy so students can focus on understanding the meaning of the words rather than how to pronounce the words. Therefore, the purpose of Conderman and Hedin’s article was to describe a few specific areas of informational text that
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Once Conderman and Hedin had found the text they were going to use, they started implementing various rereading strategies. When they presented the reading material to their students, they reminded them to read for understanding. Additionally, Conderman and Hedin set a specific purpose for reading and also provided a preview, or introduction, of the material. They further explained there are numerous ways to introduce a lesson. A few ways they mentioned were section headings, pictures and videos to capture the reader’s attention, comprehension questions, charts and diagrams, enhanced text. The next step they took in order to enhance their students’ informational text comprehension consisted of chunking the text into sections that were important for developing the concept and had the students stop at certain points while they were reading so they could think out loud. Conderman and Hedin (2014) further explained that chunking not only helped the students build reading endurance, but it also set a purpose of reading for