A mnemonic connects new learning to prior knowledge. People use mnemonics as memory tools.
Keyword mnemonic is finding a way to connect a new word to something students are already familiar with. For example, connecting the Spanish word “orejas,” to the thought of a person who has Oreos for ears (Mnemonics, n.d.).
Comprehension is the understanding and interpretation of text. For this, children need to be able to decode what they read, make connections between what they read and prior knowledge, and reflect on what they have read (“Comprehension”, n.d.). Readers co-construct knowledge with text, drawing from background knowledge and prior experiences (Wilhelm, n.d.).
Two people can read something and infer different things about what the
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• In the Double-Entry Journal strategy students write down their reflections to various quotes from the stories/passages. It is designed to get students actively involved and engaged with a text. Students form connections between written text and personal experiences (Double-Entry Journals, n.d.).
• Alternatively, students can relate the text quote to a different part of the book or something they know about the world as a whole, rather than just relating it to themselves.
• Metacognition means “thinking about one’s thinking.” More specifically, it is the processes used to plan, monitor, and assess one’s learning and performance (Chick, n.d.). In other words, it is used to gain a deeper understanding by thinking and reflecting.
• Metacognition stresses the active participation of the reader in the reading process The use of metacognitive strategies help students to “think about their thinking,” before, during, and after reading.
• Proficient readers use one or more metacognitive strategies to comprehend text. The use of such strategies develops as the reader learns which ones are best suited to aid in their